Agriculture, Food & Natural Resources • Architecture ... Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management

Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics • Agriculture, Food & Natural Resources • Architecture & Construction

Career Activity File

Career Development MonthNovember 2007

• Arts, A/V Technology & Communications • Business, Management &

Career Activity File Career Clusters

Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 1

Introduction

The Guidance Division of the Oklahoma Department of Career and Technology Education is pleased to provide the 2007 Career Activity File to teachers and counselors. This booklet will provide some practical ideas and suggestions on implementing Career Clusters.

Employers in business and industry are facing challenges of worker shortages along with the retirements of baby boomers in record numbers. The Oklahoma Department of Career and Technology Education (CareerTech) will be using a Career Clusters framework to help learners of all ages prepare for the global, knowledge-based economy of today and tomorrow. This framework is the Oklahoma Career Clusters.

The CareerTech system is transitioning its educational delivery design to the Oklahoma Career Clusters framework, based on the National Career Clusters model. This model incorporates career majors and courses that are based upon industry-identified knowledge and skills, as well as credentials, to close the competency gaps within existing course offerings.

Career Clusters help learners focus their academics on their future profession and to take courses following their own career plan of study. An important component of the cluster concept is the extended learning opportunities, job shadowing, internships, and senior projects, which connect learners with their career focus.

Web site addresses were accurate, and all content on referenced Web sites was appropriate during development and production of this product. However, because Web sites sometimes change, the Guidance Division takes no responsibility for a site’s content. The inclusion of a Web site does not constitute an endorsement of that site’s other pages, products, or owners. You are encouraged to verify all Web sites prior to use.

Please duplicate and share the enclosed materials with parents, teachers, administrators, and others concerned with career development. You may view or download the Career Activity File at http://okcareertech.org/guidance/CareerInfo/caf.htm. For new and related information throughout the year, view the Guidance Web site at www.okcareertech.org/guidance.

Career Clusters resources and information may be found at www.okcareertech.org/okcareerclusters

The Oklahoma Department of Career and Technology Education does not discriminate on the basis of race, color, religion, national origin, sex/gender, age, disability, or veteran status. Inquiries concerning application of this policy may be referred to ODCTE, Compliance Coordinator, 1500 West Seventh Avenue, Stillwater, OK 74074-4364, 1-800-522-5810 or (405) 377-2000. This publication is printed and issued by the Oklahoma Department of Career and Technology Education as authorized by 70 O.S. 1981, Sec. 14-104, as amended. x,xxx copies have been prepared and distributed at a cost of $xxx.xx. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. 04-0xxxxx


Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm2

Quotes

A goal without a deadline is just a dream. Unknown

Today’s failures can pave the way for tomorrow’s successes.Unknown

Opportunities come to those who are prepared. Unknown

If you can dream it, you can do it. Walt Disney

Dreams die because of lack of effort. Unknown

Learning is a treasure that will follow its owner everywhere. Unknown

Make your life itself a creative work of art. Mike Ray, The Highest Goal

Have you invested as much this year in your career as in your car? Molly Sargent, Organization Development Consultant and Trainer

If you look back, you’ll soon be going that way. American Proverb

A year from now you may wish you had started today. Karen Lamb



Contents

Introduction ................................................................................................................................................1Quotes .........................................................................................................................................................2

Career Clusters ..........................................................................................................................................4 Oklahoma Career Clusters — Key Messages .....................................................................................5 Career Cluster Framework .................................................................................................................6 Career Cluster Survey .........................................................................................................................7 Ideas for Involving Secondary Teachers in Career Clusters ...........................................................13 Career Cluster Focus .........................................................................................................................14 Local Business/Industry by Career Cluster .....................................................................................15 Career Cluster Curriculum Alignment .............................................................................................16 Career Cluster Program ....................................................................................................................18 Crosswalk Knowledge and Skills with Existing Curriculum ..........................................................20 Strategic Planning Checklist .............................................................................................................21 Career Clusters Knowledge and Skills Video ...................................................................................23 Career Clusters Critical Component Self-Assessment Form for Local-Level Implementation ........................................................................................................25 Sample of Health Science Career Cluster Action Plan ....................................................................32 Developing a Problem-Based Scenario: A Five-Step Process Model ..............................................34 Example of Problem-Based Scenario ................................................................................................35 Web Sites for Career Clusters ...........................................................................................................37 Activities for Career Clusters ............................................................................................................39 Samples of Career Cluster Pathway Models, Requirements, and Workforce Stats Human Service .......................................................................................................................42 Manufacturing ........................................................................................................................45 Marketing, Sales, and Service ...............................................................................................48 Transportation, Distribution and Logistics ..........................................................................51Career Games and Activities ..................................................................................................................54Lesson Plans Elementary/Middle Grades/High School ........................................................................60Information for Counselors and Teachers ..............................................................................................65High School Graduate and Non-Graduate Bookmarker ........................................................................67Bulletin Board Ideas ................................................................................................................................68Career Poster and Poetry Contest ..........................................................................................................70Labor Market Information ......................................................................................................................72



Career Clusters

Career Clusters are broad occupational groupings of specific industry-based jobs. The 16 Career Clusters provide an organizing tool or framework for schools, colleges, small learning communities, academies, magnet schools, Tech Prep sites, and HSTW sites.

Career Clusters provide a way for schools to organize instruction and learner experiences around 16 broad categories that encompass virtually all occupations from entry through professional levels.

Each cluster (broad occupational grouping) contains from two to eleven pathways. A sample of the cluster and pathway model is located in this booklet. Each cluster should:

Be flexible, allowing learners to change career goals, career pathways, and Career Clusters as they gain new knowledge and different experiences supported by the business and industry partner(s) for the cluster.

Promote curriculum and instructional linkages, which help learners improve their academic and technical achievements as well as see practical application for their knowledge.

Include academically rigorous course sequences to strengthen future career mobility and ensure lifelong learning.

Include recommended CareerTech electives related to the career areas and allow all learners to be involved in work-based learning experiences as they refine their career focus.

Include a career planning process that individualizes and incorporates high academic standards and technical training to complement career goals.

Include a process for connections related to job placement or further learning within the community employer base.

About 15 years ago, the U.S. Department of Education divided the world of work into 16 groupings of occupations called Career Clusters. These groupings were based on common knowledge and skills required for success in a Career Cluster. The U.S. Department of Education provided seed money to begin the development of resources related to each of these clusters. When the seed money went away, the National Association of State Directors of Career Technical Education consortium took over the funding and oversight of this Career Clusters Initiative and named it the States’ Career Clusters Initiative. The State Directors represent Career Technical Education in all states and territories.

What Are Career Clusters?

The Career Clusters Knowledge and Skills topics are common in all 16 Career Clusters including the 80-plus pathways. The knowledge and skills statements have been organized into 10 topic areas within the context of each Career Cluster: academic foundation; communications; problem solving and critical thinking; information technology applications; systems; safety, health, and environmental; leadership and teamwork; ethics and legal responsibilities; employability and career development; and technical skills. They indicate what learners need to know and be able to do. In today’s workplace, all employers and employees must have skills and knowledge across these broad areas to remain successful.

National Advisory committees for each of the Career Clusters developed the knowledge and skills statements. They included representatives from business and industry, associations, state and government agencies, and secondary and postsecondary schools. These nationally validated knowledge and skills, which include performance elements and measurement criteria, provide a tool for curriculum and assessment developers as they prepare curriculum.

What Are the Career Clusters Knowledge and Skills?

Background Information



Oklahoma Career Clusters — Key Messages

Technological advances and global competition have transformed the nature of work. Tomorrow’s jobs will require more knowledge, better skills, and more flexible workers than ever before. Tomorrow’s workers must be prepared to change jobs and careers several times; this means they will need to continually update their knowledge and skills.

A key approach is to provide learners with relevant contexts for learning. Career Clusters link what learners learn in school with the knowledge and skills they need for success in college and careers.

Engaging instructional techniques, combined with valuable content, enable learners to see the relevance of their studies while pushing them to higher levels of rigor. Rigorous and relevant instruction should at once improve learner achievement while also better preparing learners for the workplace expectations of teamwork, communication skills, organization, and project management.

Career Clusters go beyond simple groupings of careers to include knowledge and skills, validated by business and industry, appropriate for the broad range of careers represented in each of the 16 clusters, as well as the skills and knowledge appropriate for each of the 80-plus pathways.

Career Clusters provide an instructional frame-work to guide schools through this transformation to educational delivery appropriate for the 21st century. This should include partnerships between secondary and postsecondary institutions to provide seamless, integrated plans of study for multiple Career Cluster Pathways.

Career Clusters connect educational systems.

- Career Clusters provide continuous learning opportunities to help learners advance in their careers. - Career Clusters create an easier transition to postsecondary education.

- Career Clusters support uniform curriculum alignment across education systems.

Career Clusters connect today’s preparation to tomorrow’s careers.

- Today’s jobs take a different type of training than in the past; therefore, a different type of instruction is needed.

- Career Clusters keep instruction relevant.

- Career Clusters provide options for the emerging workforce.

Learners are better prepared for career success when they can relate their educational experiences to their future goals and aspirations.

Career Clusters connect academic, technical, and employability skills.

- Career Clusters provide transferable skills for today’s workers.

- Career Clusters prepare learners to compete for high-demand, high-wage, and high-skill careers.

- Career Clusters provide a better-qualified workforce for business and industry.

- Career Clusters provide courses that are aligned to industry credentials.

Career Clusters provide the instructional framework for career and technology education to offer industry-focused, learner-centered, and performance-driven learning.

To prepare today’s learners for tomorrow, schools are working to help them achieve in challenging subjects.

Career Clusters provide a conceptual structure to expand educational and career opportunities for learners.



Oklahoma uses 16 Career Clusters as a way of organizing occupations and careers. These Career Clusters help educators tailor coursework and work experience around specific occupational groups to offer learners core academics and activities that match up with their interests and skills.

Each of the 16 Career Clusters is a grouping of occupations and broad industries based on commonalities.

Each Career Cluster represents the knowledge and skills, both academic and technical, that all learners within the cluster should achieve regardless of their pathway.

A Pathway is a subgrouping of related occupations and broad industries within a Career Cluster based on common knowledge and skills. Each cluster contains two to seven Career Pathways.

The Pathway represents the knowledge and skills, both academic and technical, necessary to pursue a full range of career opportunities within a pathway —ranging from entry level to management, including technical and professional career specialties.

A Career Major is a sequence of courses that prepares a learner for a career. It ensures that integration occurs between academic and occupational learning, transitions are established between secondary schools and postsecondary institutions, learners are prepared for employment in a broad Career Cluster, and learners receive a skill credential.

A Course is an instructional unit that includes a set of defined competencies, a syllabus or course outline, and a measure of accountability, evaluation, or assessment.

A Course may be occupational, exploratory, academic, or foundational, but its primary focus is competency development.

Knowledge and Skills are industry-validated statements that describe what learners/employees need to know and be able to do for career success within a Cluster/Pathway.

Career Cluster Framework



Name

School Date

Activities that describe what I like to do:

__ Learn how things grow and stay alive.__ Make the best use of the earth’s natural resources.__ Hunt and/or fish.__ Protect the environment.__ Be outdoors in all kinds of weather.__ Plan, budget, and keep records.__ Operate machines and keep them in good repair.

Personal qualities that describe me:

__ Self-reliant__ Nature lover__ Physically active__ Planner__ Creative problem solver

School subjects I like:

__ Math__ Life Sciences__ Earth Sciences__ Chemistry__ Agriculture

Total numberchecked in box #1


__ Read and follow blueprints and/or instructions.__ Picture in my mind what a finished product looks like.__ Work with my hands.__ Perform work that requires precise results.__ Solve technical problems.__ Visit and learn from beautiful, historic, or interesting buildings.__ Follow logical, step-by-step procedures.


__ Curious__ Good at following directions__ Pay attention to details__ Good at visualizing possibilities__ Patient and persistent


__ Math__ Drafting__ Physical Sciences__ Construction Trades__ Electrical Trades/Heat, Air Conditioning and Refrigeration/ Technology Education


__ Use my imagination to communicate new information to others.__ Perform in front of others.__ Read and write.__ Play a musical instrument.__ Perform creative, artistic activities.__ Use video and recording technology.__ Design brochures and posters.


__ Creative and imaginative__ Good communicator/good vocabulary__ Curious about new technology__ Relate well to feelings and thoughts of others__ Determined/tenacious


__ Art/Graphic design__ Music__ Speech & Drama__ Journalism/Literature__ Audiovisual Technologies


__ Perform routine, organized activities but can be flexible.__ Work with numbers and detailed information. __ Be the leader in a group.__ Make business contact with people.__ Work with computer programs.__ Create reports and communicate ideas.__ Plan my work and follow instructions without close supervision.


__ Organized__ Practical and logical__ Patient__ Tactful__ Responsible


__ Computer Applications/ Business

and Information Technology__ Accounting__ Math__ English__ Economics

Career Cluster Survey

Directions: Place a check in the space next to the items that best describe you. You may make as many or as few checks in each box as you choose. Add up the number of checks in each box. Look to see what box has the highest number. Find the corresponding cluster on the pages immediately following this survey to see which cluster you may want to explore further.







__ Communicate with different types of people.__ Help others with their homework or to learn new things.__ Go to school.__ Direct and plan activities for others.__ Handle several responsibilities at once.__ Acquire new information.__ Help people overcome their challenges.


__ Friendly__ Decision maker__ Helpful__ Innovative/Inquisitive__ Good listener


__ Language Arts__ Social Studies__ Math__ Science__ Psychology


__ Work with numbers.__ Work to meet a deadline.__ Make predictions based on existing facts.__ Have a framework of rules by which to operate.__ Analyze financial information and interpret it to others.__ Handle money with accuracy and reliability.__ Take pride in the way I dress and look.


__ Trustworthy__ Orderly__ Self-confident__ Logical__ Methodical or efficient


__ Accounting__ Math__ Economics__ Banking/Financial Services__ Business Law


__ Be involved in politics.__ Negotiate, defend, and debate ideas and topics.__ Plan activities and work cooperatively with others.__ Work with details.__ Perform a variety of duties that may change often.__ Analyze information and interpret it to others.__ Travel and see things that are new to me.


__ Good communicator__ Competitive__ Service minded__ Well organized__ Problem solver


__ Government__ Language Arts__ History__ Math__ Foreign Language


__ Work under pressure.__ Help sick people and animals.__ Make decisions based on logic and information.__ Participate in health and science classes.__ Respond quickly and calmly in emergencies.__ Work as a member of a team.__ Follow guidelines precisely and meet strict standards of accuracy.


__ Compassionate and caring__ Good at following directions__ Conscientious and careful__ Patient__ Good listener


__ Biological Sciences__ Chemistry__ Math__ Occupational Health classes__ Language Arts








__ Investigate new places and activities.__ Work with all ages and types of people.__ Organize activities in which other people enjoy themselves.__ Have a flexible schedule.__ Help people make up their minds.__ Communicate easily, tactfully, and courteously.__ Learn about other cultures.


__ Tactful__ Self-motivated__ Works well with others__ Outgoing__ Slow to anger


__ Language Arts/Speech__ Foreign Language__ Social Sciences__ Marketing__ Food Services


__ Care about people, their needs, and their problems.__ Participate in community services and/or volunteering.__ Listen to other people’s viewpoints.__ Help people be at their best.__ Work with people from preschool age to old age.__ Think of new ways to do things.__ Make friends with different kinds of people.


__ Good communicator/good listener__ Caring__ Non-materialistic__ Uses intuition and logic__ Non-judgmental


__ Language Arts__ Psychology/Sociology__ Family & Consumer Sciences__ Finance__ Foreign Language


__ Work with computers.__ Reason clearly and logically to solve complex problems.__ Use machines, techniques, and processes.__ Read technical materials and diagrams and solve technical problems.__ Adapt to change.__ Play video games and figure out how they work.__ Concentrate for long periods without being distracted.


__ Logical/analytical thinker__ Sees details in the big picture__ Persistent__ Good concentration skills__ Precise and accurate


__ Math__ Science__ Computer Tech/ Applications__ Communications__ Graphic Design


__ Work under pressure or in the face of danger.__ Make decisions based on my own observations.__ Interact with other people.__ Be in positions of authority.__ Respect rules and regulations.__ Debate and win arguments.__ Observe and analyze people’s behavior.


__ Adventurous__ Dependable__ Community-minded__ Decisive__ Optimistic


__ Language Arts__ Psychology/Sociology__ Government/History__ Law Enforcement__ First Aid/First Responder








__ Work with my hands and learn best that way.__ Put things together.__ Do routine, organized and accurate work.__ Perform activities that produce tangible results.__ Apply math to work out solutions.__ Use hand and power tools and operate equipment/machinery.__ Visualize objects in three dimensions from flat drawings.


__ Practical__ Observant__ Physically active__ Step-by-step thinker__ Coordinated


__ Math-Geometry__ Chemistry__ Trade and Industry courses__ Physics__ Language Arts


__ Shop and go to the mall.__ Be in charge.__ Make displays and promote ideas.__ Give presentations and enjoy public speaking.__ Persuade people to buy products or to participate in activities.__ Communicate my ideas to other people.__ Take advantage of opportunities to make extra money.


__ Enthusiastic__ Competitive__ Creative__ Self-motivated__ Persuasive


__ Language Arts__ Math__ Business Education/ Marketing__ Economics__ Computer Applications


__ Interpret formulas.__ Find the answers to questions.__ Work in a laboratory.__ Figure out how things work and investigate new things.__ Explore new technology.__ Experiment to find the best way to do something.__ Pay attention to details and help things be precise.


__ Detail oriented__ Inquisitive__ Objective__ Methodical__ Mechanically inclined


__ Math__ Science__ Drafting/Computer- aided drafting__ Electronics/Computer Networking__ Technical classes/ Technology Education


__ Travel.__ See well and have quick reflexes.__ Solve mechanical problems.__ Design efficient processes.__ Anticipate needs and prepare to meet them.__ Drive or ride.__ Move things one place to another.


__ Realistic__ Mechanical__ Coordinated__ Observant__ Planner


__ Math__ Trade and Industry courses__ Physical Sciences__ Economics__ Foreign Language

Disclaimer: Your interests may change over time. These survey results are intended to help you with informal career exploration. Consider more formal assessments and other resources or services to help you plan your career. This survey does not make any claims of statistical reliability.







The Sixteen Career Clusters

The production, processing, marketing, distribution, financing, and development of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

Careers in designing, planning, managing, building, and maintaining the built environment.

Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services.

Business Management and Administration careers encompass planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. Business Management and Administration career opportunities are available in every sector of the economy.

Planning, managing, and providing education and training services, and related learning support services.

Planning, services for financial and investment planning, banking, insurance, and business financial management.

Executing governmental functions to include governance, national security, foreign service, planning, revenue and taxation, regulation, and management and administration at the local, state, and federal levels.

Planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

Hospitality and Tourism encompasses the management, marketing and operations of restaurants and other foodservices, lodging, attractions, and recreation events and travel-related services.

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Preparing individuals for employment in career pathways that relate to families and human needs.

Building linkages in IT occupations framework for entry-level, technical, and professional careers related to the design, development, support and management of hardware, software, multimedia, and systems integration services.

Planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services.

Planning, managing, and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance, and manufacturing/process engineering.

Planning, managing, and performing marketing activities to reach organizational objectives.

Planning, managing, and providing scientific research and professional and technical services (e.g., physical science, social science, engineering), including laboratory and testing services, and research and development services.

Planning, management, and movement of people, materials, and goods by road, pipeline, air, rail, and water and related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment, and facility maintenance.

My top three clusters of interest are:1. ___________________________________________________________________________________________2. ___________________________________________________________________________________________3. ___________________________________________________________________________________________

For more information, check with a career counselor at your high school, CareerTech center, higher education institution, or one-stop career centers.

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These 16 Career Cluster icons are being used with permission of the:States’ Career Clusters Initiative, 2007, www.careerclusters.org

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Ideas for Involving Secondary Teachers in Career Clusters

• Increase emphasis on teacher internships and job shadowing so that teachers will be able to see how clusters are a part of their disciplines.

• Share information with parent organizations and consortia so that they may help encourage teachers to know more about clusters.

• Provide workshops for school districts/schools.

• Set up teaching partnerships that include teacher educators, academic teachers, and tech center teachers.

• Work with curriculum leaders in academic, technical, and higher education.

• Emphasize to audiences that the Career Clusters concept is not just an Oklahoma idea but a national one, with specific customization to Oklahoma.

• Share postsecondary information from your school’s report card with teachers to let them see some choices learners make. Teacher should see the importance of sharing relevant information about course work with learners and understand how their disciplines affect learner options after high school.

Introduction to Career Clusters Speaker’s Kit, www.okcareertech.org/okcareerclusters/resources

• Introduce clusters during pre-school staff development and group counseling sessions.

• Partner with teacher educators in the specific disciplines; try to encourage them to provide cluster presentations to their learners.

• Refer teachers to Career Clusters Web site (www.careerclusters.org).

• Use a career exploration software package such as OKCIS as a vehicle through which to share cluster information; include model lessons developed by educators.

• Form advisory groups with business partners and stakeholders.

• Use incentives for teachers: time off for integrating lessons using the clusters and stipends to attend training sessions.

• Use distance learning labs to reach a large group of teachers in a variety of schools.

• Work through the EXPLORE/PLAN process (involve teachers in the assessment phase) and connect the interpretation of results to

the Career Clusters crosswalk, available at www.okcareertech.org/guidance/crosswalk.htm

• During teacher sessions, have teachers take the Career Cluster Interest Survey so that they will understand the relationship between the World of Work Wheel in the EXPLORE/PLAN process and clusters.

• During teacher sessions, have teachers pair up. One teacher will role play being the learner and the other teacher will role play being the advisor as they work through a plan of study for the “learner.”



Career Cluster Focus

What Should My Career Cluster Focus Be?Use the following online Internet sources to help identify which of the 16 Career Clusters should be implemented first in your community. List in the space provided the high-growth Career Cluster title.

Oklahoma Employment Security CommissionThe Labor Market Information Unit produces industry and occupational employment projections for the state of Oklahoma and Workforce Investment Areas (WIA).

Location: http://www.oesc.state.ok.us/

Select from the center menu, Labor Market Statistics. Then select from the right menu, Employment Projections. Under the heading Long-term employment projections 2004 – 2014 for Oklahoma WIA, select the region from the drop-down menu under Occupational Projections.

Over the next 5-10 years, which occupations have high job growth? Career Cluster TitleExample: Registered Nurses Health Science____________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ________________________________________

StrategicAdvantage – Workforce Oklahoma CenterThe Economic Forecaster draws from numerous data sources for industry, occupation, and demographic data, and includes projections, based on current trends, 10 years into the future for every county in the United States.

Contact: Sheryl Hale, Innovative Program Research and Development Manager at 405-743-5553 or your local Workforce Center

Learner InterestGather data from OKCIS to determine the career areas your learners are interested in. Log on to the OKCIS administrative site at okcis.intocareers.org/administration, enter your administrative user name and password, and click on Site Usage. At the next screen, select Occupations under CIS Components. To list the names of the occupations, click “yes” under Include Popular Titles then choose up to 20 of your learners’ top occupations. You will then receive a list of the top occupations your learners have saved in their OKCIS portfolios.

Career Cluster Title

Local Business/Industry by Career Cluster (see page 15)



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High Schools

• What core academic courses should be recommended for every high school learner interested in this Career Cluster?

• Are there elective courses in place that would enhance the career major for learners interested in this Career Cluster? (i.e., academy courses, computer courses, foreign language, etc.)

• Are there student organizations or activities for learners specifically related to this Career Cluster?

• Do learners have multiple work-based learning opportunities related to this cluster?

• Does the school have a plan of study with a cluster emphasis for learners? Does it include the career and technology education courses and college options?

• Are there classes, programs, or activities that need to be added to the high school schedule?

Career Cluster Curriculum Alignment

Technology Centers

• What current clusters are available for high school learners? Are there prerequisites for career major enrollment?

• Does the technology center use the learner’s plan of study from the high school and help that learner strengthen it with technology center courses and suggested high school courses? Are these plans used to help learners plan for cooperative alliance credits from college partners?

• Are foundation knowledge and skills for the cluster covered within the technology center courses?

• Is there duplication of curriculum/skills taught within current career majors?

• Do high school and adult programs offer learners who stay at the technology center and attend full-time adult programs a “fast-track” option or articulated credits for their previous work? Are there other incentives used to recruit high school learners into additional tech center career majors? (i.e., preference points, scholarships, etc.)

• Are there Cooperative Alliancec with local colleges for the career major taken at the technology center?

• If there is more than one technology center campus, are all instructors meeting the same curriculum standards in like career majors/courses?

• Do current career major offerings at the technology center meet the workforce needs of the community or region? How do you know?

Will all high schools offer the same Career Clusters for their learners? Of course not . . . be flexible and encourage each to build upon their strengths!

Are specific industries experiencing great change . . . workforce shortages, technology advances, and an aging population? Are your career majors keeping current with these issues? Explore your options!



Career Cluster Curriculum Alignment, cont.

Colleges• Do you currently have recruitment strategies

for learners who have been in high school and/or a technology center career major? (i.e., preference points, scholarships, etc.)

• Have you determined degree programs that could give learners alliance agreement credit or other fast-track options?

• Are technology center courses and college degree programs duplicating curriculum/skills that learners could get credit for and not repeat learning?

• Do the current degree programs meet the workforce needs of the community or region? How do you know?

What strategies could be implemented to work with local high schools and technology centers to ensure that learners are prepared to enter your programs immediately after high school graduation? Partnerships, Partnerships, Partnerships!

Partnerships• Is there a work group or advisory committee

that works to align a seamless education system for learners? Does this group have representation from high school, technology center, college, and the Career Cluster industry? Has the work group mapped all current programs/degree offerings and identified gaps?

• Do learners have access to a specific plan of study that can act as a “road map” for making course, program, and degree selections to meet career goals? Are learners required to update the plan of study on a yearly basis? Are individual plans of study shared with educational institutions as learners transition to the next level?

• Are the workforce needs of the community, partnership, region, and state being fully addressed?



Career Cluster Program

Information Technology Applications is one of 10 topics included in the foundation knowledge and skills statements representing all occupations within the scope of the cluster. This activity demonstrates how to crosswalk the existing curriculum with the cluster foundation of selected Career Clusters. This activity can be completed with the school’s chosen Career Cluster focus, using the foundation and pathway Career Clusters Knowledge and Skills.

Directions:To strengthen existing courses or add new courses:

Crosswalk the following foundation knowledge and skills to your existing curriculum. • Complete the “Crosswalk Knowledge and Skills with Existing Curriculum” handout (page 20). • Use this sheet to become familiar with the “Performance Elements” and “Measurement

Criteria” that will assist you in rating the courses/textbooks. • Revise the current curriculum to meet the needs of business and industry.

Does the existing course need to be strengthened?

Knowledge and Skills Topic: Information Technology Applications — “Presenting Information” is a foundation skill found in a majority of the Career Clusters.

How are the knowledge and skills structured? Cluster Topic Knowledge and Skills Statements Performance Elements Measurement Criteria

Arts, A/V Technology & Communications Statement: Use presentation applications.

Performance Element: Prepare presentations for training, sales, and information sharing.Measurement Criteria:

• Create a new presentation using both text and content layouts. • Change color scheme for a slide design. • Create/edit external graphic elements (e.g., a scanned photo), and insert into a slide. • Edit existing animations and action buttons. • Create new slide transitions.

Performance Element: Deliver presentations with supporting materials. Measurement Criteria: • Create and distribute presentation handouts or speaker notes. • Print either key slides or an entire presentation in handout or notes format. • Create an automated slide show.

Business, Management & Administration Statement: Use technology to express ideas and exchange business information.

Performance Element: Use multimedia to convey business ideas.Measurement Criteria:

• Prepare a graphic media presentation. • Prepare presentation notes for a variety of audiences.



Career Cluster Program, cont.

Education & Training Statement: Use presentation applications.

Performance Element: Prepare and deliver presentations for training, sales, and information sharing.

Measurement Criteria: • Identify hardware items that support presentation software (e.g., scanners, digital cameras,

printers, and projection systems). • Insert a graph into a presentation. • Create computer presentation and handouts in accordance with basic principles of graphics,

design, and visual communication. • Run slide shows manually and automatically. • Edit presentations.

Information Technology Statement: Use presentation application.


• Create computer presentation and handouts in accordance with basic principles of graphics design and visual communication.

• Insert graphic elements (e.g., graph, clip art, table) in a slide. • Edit presentations.

Manufacturing Statement: Use presentation applications.


• Create computer presentations and handouts in accordance with basic principles of graphics design and visual communication.

• Insert graphic elements (e.g., graph, clip art, table) in a slide. • Edit presentations.

Performance Element: Deliver presentations with supporting materials.Measurement Criteria:

• Identify hardware items that support presentation software (e.g., scanners, digital cameras, printers, and projection systems).

• Print a single slide, an entire presentation, an outline, and notes. • Run slide show manually and automatically.

Marketing, Sales & Service Statement: Apply technological tools in marketing, sales and service to expedite work flow.

Performance Element: Demonstrate presentation software skills to prepare visual support for presentations.

Measurement Criteria: • Identify capabilities of presentation software programs. • Determine characteristics of effective presentation software documents. • Enter and store text in a presentation software document. • Import graphics into a presentation software document. • Develop builds and transitions for screens in a presentation software document. • Retrieve and edit presentation software screens. • Add/Delete screens in a presentation software document.



SA

MP

LE

Cro

ssw

alk

Kn

ow

led

ge

and

Ski

lls (

K &

S)

wit

h E

xist

ing

Cu

rric

ulu

m

Clus

ter

Know

ledg

e Fo

unda

tion

Know

ledg

e Co

urse

/ Co

urse

/ Co

urse

/ Co

urse

/ Co

mm

ents

and

Skill

an

d Sk

ills

Stat

emen

ts

Book

Titl

e Bo

ok T

itle

Book

Titl

e Bo

ok T

itle

Topi

c

Rat

ing

1-3

Rat

ing

1-3

Rat

ing

1-3

Rat

ing

- 3

Arts

, A/V

In

form

atio

n U

se p

rese

ntat

ion

Tech

nolo

gy &

Te

chno

logy

ap

plic

atio

ns.

Com

mun

icat

ions

App

licat

ions

Busi

ness

, In

form

atio

n U

se te

chno

logy

to e

xpre

ssM

anag

emen

t &

Tech

nolo

gy

idea

s an

d ex

chan

geAd

min

istr

atio

n Ap

plic

atio

ns

busi

ness

info

rmat

ion.

Educ

atio

n &

In

form

atio

n U

se p

rese

ntat

ion

Trai

ning

Te

chno

logy

ap

plic

atio

ns.

Appl

icat

ions

Info

rmat

ion

Info

rmat

ion

Use

pre

sent

atio

nTe

chno

logy

Te

chno

logy

ap

plic

atio

ns.

Appl

icat

ions

Man

ufac

turin

g In

form

atio

n U

se p

rese

ntat

ion

Tech

nolo

gy

appl

icat

ions

.

Ap

plic

atio

ns

Mar

ketin

g,

Info

rmat

ion

Appl

y te

chno

logi

cal t

ools

Sale

s, &

Te

chno

logy

in

mar

ketin

g, s

ales

and

Serv

ice

Appl

icat

ions

se

rvic

e to

exp

edite

w

orkf

low

.

Cour

se:

Plac

e th

e na

me

of th

e co

urse

and

boo

k tit

le in

the

spac

e pr

ovid

ed.

Rat

ing

of C

ours

es:

Pr

ovid

e a

scor

e of

1 if

the

stat

emen

t is

men

tione

d in

the

cour

se b

ut n

ot c

over

ed.

Pr

ovid

e a

scor

e of

2 if

the

stat

emen

t is

cove

red.

Pr

ovid

e a

scor

e of

3 if

the

stat

emen

t is

cove

red

to m

eet o

bjec

tives

/com

pete

ncie

s.

NO

TE:

This

is o

ne m

etho

d of

how

a c

ross

wal

k w

ould

be

com

plet

ed. S

choo

ls c

ould

use

this

tem

plat

e w

ith th

eir C

aree

r Clu

ster

Foc

us

(one

of t

he 1

6 Ca

reer

Clu

ster

s).



Strategic Planning Checklist

Step 1: Become a Cluster Advocate and Develop OwnershipGoal: Drive the establishment of a strong Career Cluster System by leading confidently and creatively to make Career Clusters work. ❑ Involve staff in decision-making. ❑ Delegate responsibility. ❑ Seek business and community input. ❑ Be patient but persistent. ❑ Pay attention to details, but stay focused on

your larger, long-term goals. ❑ Be a visibly committed force for change. ❑ Learn from your mistakes. ❑ Take responsibility for the tough decisions.

Step 2: Build Broad Community PartnershipsGoal: Energize education with support from a broad base of community partners among business and industry, two-year and four-year colleges and universities, parents, teachers, counselors, and social service agencies. ❑ Identify potential partners. ❑ Work to build a diverse set of partnerships. ❑ Approach potential partners personally. ❑ Seek partners’ advice and guidance. ❑ Set up an organized structure for meetings

with partners. ❑ Pay attention to partners’ needs and

nurture the relationship. ❑ Don’t press partners to give more help than

they can comfortably give. ❑ Make it painless and convenient for

partners to help out.

Step 3: Provide Professional DevelopmentGoal: Organize resources to reorient faculty and staff to Career Clusters. ❑ Find creative ways to reorient faculty to

Career Clusters. ❑ Train educators in-house as well as sending

them to off-site conferences. ❑ Arrange schedules to cover for teachers in

training. ❑ Make a solid financial commitment to

professional development. ❑ Tap business partnerships to provide

resources including business-based teacher internships.

❑ Make sure all staff have mastered the material they are asked to teach.

❑ Provide career advancement and financial rewards to motivate staff to participate in professional development.

❑ Motivate staff by keeping them aware of and focused on the benefits of Career Clusters.

Step 4: Base Career Guidance on ClustersGoal: Reorganize guidance to drive Career Clusters implementation. ❑ Target every learner in the system. ❑ Begin career education in the elementary

grades and continue through all grades. ❑ Help all learners create a Plan of Study. ❑ Involve parents in the planning process. ❑ Review and update plans with learners

each year or more often as needed. ❑ Help learners arrange work-based learning

opportunities. ❑ Provide professional development for

counselors. ❑ Reach out to the community for support of

the Career Clusters.



Step 5: Seek Financial ResourcesGoal: Mount an organized, thorough, creative fund-raising effort to set up Career Clusters. ❑ Treat fund-raising as a high priority. ❑ Research all possible sources of support. ❑ Consider grants not expressly targeted at

Career Clusters. ❑ Enlist business support. ❑ Use intermediary organizations to solicit

business aid. ❑ Consider establishing a tax-exempt fund-

raising foundation. ❑ Assess the school’s needs before seeking

support. ❑ Involve staff in the fund-raising effort. ❑ Put structures in place to manage grant

requirements.

Step 6: Develop Extended/Work-Based Learning OpportunitiesGoal: Realistically inventory the local job market. Create partnerships with local business and community leaders. ❑ Involve business partners in finding

learning opportunities. ❑ Offer learners a variety of learning

opportunities. ❑ Prepare learners for the demands of the

workplace. ❑ Assist learners with logistical needs. ❑ Intervene quickly when learners are having

difficulty or causing trouble. ❑ Collaborate with learners, parents, and

employers on a written plan. ❑ Award learners official recognition of

program participation.

Strategic Planning Checklist, cont.

Step 7: Align Career-Oriented CurriculaGoal: Reorient curricula to prepare learners for academic and career success. ❑ Reorganize curriculum around a Career

Clusters framework. ❑ Create new classes as needed, but ground

instruction in all classes in a career context.

❑ Involve teachers directly in curriculum development.

❑ Encourage faculty sharing of curriculum ideas.

❑ Be responsive to learner needs. ❑ Make curriculum development a flexible,

ongoing process. ❑ Seek community input and fit curricula

with community-based learning opportunities.

❑ Work to align curricula with instruction at two- and four-year colleges.

Step 8: Achieve Transition AgreementsGoal: Assess geographic availabilities of business, higher education, and technical training options. ❑ Create relationships with decision makers

within these institutions. ❑ Follow process of postsecondary schools

to apply for articulation agreements; for example:

✦ Articulation committee is set up with high school and postsecondary representatives.

✦ Articulation committee reviews high school courses to determine if they meet college standards.

❑ Career Cluster coordinator drafts articulation agreement based on review.

❑ Representatives of high school and college approve draft.

❑ Network with other educators to craft comprehensive articulation agreements.

Permission granted from Indiana Department of Workforce Development and South Carolina State Department of Education



Career Cluster Knowledge and Skills Video

Have your learners view the video to learn what skills and abilities are needed in the workforce.

Skills and AbilityLocation: http://www.acinet.org/acinet/Select: “Videos” from the center of your screen.Click On: “Skills and Ability Videos” <http://www.acinet.org/acinet/videos_by_ ability.asp?id=27&nodeid=31>Description: Videos about skills and abilities

people use to do certain types of work. Those pertaining to the knowledge and skills topics are listed below the topic definition.

Waiting for the video to show could take as long as one minute for the Internet to connect to the media. The videos will last one-to-two minutes. Be sure to check the volume level on your computer.

10 Knowledge and Skills Topics, Definitions, and Videos

1. Academic Foundation - Obtain the cluster-specific academic

knowledge and skills required to pursue the full range of career and postsecondary education opportunities within the Career Cluster. All learners should meet their state’s academic standards. Critical linkages of academics are indicated in conjunction with performance elements for each foundation/pathway topic.

View Skills and Ability Videos – None

2. Communications - Use oral and written communication

skills in creating, expressing, and interpreting information and ideas, including technical terminology and information.

View Skills and Ability Videos – Auditory/Speech and Verbal

3. Employability and Career Development - Know and understand the importance of

employability skills. - Explore, plan, and effectively manage

careers.

View Skills and Ability Videos – Basic Skills and Personal Qualities

4. Ethics and Legal Responsibilities - Know and understand the importance

of professional ethics and legal responsibilities.

View Skills and Ability Videos – Interpersonal Skills and Personal Qualities

5. Information Technology - Use information technology tools specific

to the Career Cluster to access. manage, integrate, and create information.

View Skills and Ability Videos – Perceptual and Using Information

6. Leadership and Teamwork - Use leadership and teamwork skills in

collaborating with others to accomplish organizational goals and objectives.

View Skills and Ability Videos – Interpersonal Skills and Resource Management

7. Problem Solving and Critical Thinking - Solve problems using critical thinking

skills (analyze, synthesize, and evaluate) independently and in teams.

View Skills and Ability Videos – Idea Generation/Reasoning and Thinking

Skills



8. Safety, Health, and Environment - Understand the importance of health,

safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.

- Follow organizational policies and procedures and contribute to continuous improvement in performance and compliance.

View Skills and Ability Videos – Attentiveness, Endurance, Visual and Flexibility, Balance, and Coordination

9. Systems - Understand roles within teams, work

units, departments, organizations, interorganizational systems, and the larger environment.

- Identify how key organizational systems affect organizational performance and the quality of products and services.

View Skills and Ability Videos – Spatial and Using Systems

10. Technical Skills - Use the technical knowledge and

skills required to pursue the full range of careers for all pathways in the Career Cluster, including knowledge of design, operation, and maintenance of technological systems critical to the Career Cluster.

View Skills and Ability Videos – Control Movement, Fine Manipulative, and Using Technology

Sample of Knowledge and Skills StatementsAn example of a knowledge and skill statement, performance element, and measurement criteria for the Architecture and Construction cluster is as follows:

Knowledge and Skills Statement – Perform math operations to complete jobsite/workplace tasks such as estimating and distributing materials and supplies.

Performance Elements – Use geometric formulas to determine areas and volumes of various structures.

Measurement Criteria – Calculate areas and volumes of structures.

Measurement Criteria – Estimate materials and supplies needed.

Career Clusters Knowledge and Skills Statements by ClusterLocation: www.okcareertech.org/guidance/

Career%20Path/okcareertech/student/career_ clusters.htmSelect: cluster iconClick On: Knowledge and Skills Needed by

clicking on the “red” arrow.

Career Clusters Knowledge and Skills Statements by PathwayLocation: www.careerclusters.orgSelect: “16 Career Clusters and Related

Resources”Drop Down Button: Choose “Career Cluster

Resources/Leaders”Click On: Cluster icon and then scroll down to

the bottom of the pageClick On: “View”



Car

eer

Clu

ster

s C

riti

cal C

om

po

nen

tS

elf-

Ass

essm

ent

Fo

rm f

or

Lo

cal-

Lev

el Im

ple

men

tati

on

Ran

k yo

ur

prog

ress

for

eac

h C

riti

cal C

ompo

nen

t ac

cord

ing

to t

he

mea

sure

men

t li

sted

. Det

erm

ine

the

leve

l th

at m

ost

clos

ely

alig

ns

wit

h t

he

prog

ress

mad

e to

war

ds im

plem

enta

tion

of

the

Car

eer

Clu

ster

. Rec

ord

the

rati

ng

for

each

Cri

tica

l Com

pon

ent

usi

ng

the

foll

owin

g de

term

inat

ion

s. Y

our

self

-ass

essm

ent

rati

ngs

sh

ould

be

base

d on

th

e fo

llow

ing

guid

elin

es:

E

xcel

len

t:

Ou

r te

am h

as r

each

ed L

evel

3 a

nd

cou

ld p

rovi

de le

ader

ship

for

oth

ers

for

this

Cri

tica

l Com

pon

ent.

In

Pro

gre

ss:

Ou

r te

am is

mak

ing

good

pro

gres

s an

d h

as r

each

ed L

evel

2. W

e st

ill h

ave

a w

ay t

o go

.

N

o P

rog

ress

: O

ur

team

is ju

st g

etti

ng

star

ted

on t

his

Cri

tica

l Com

pon

ent

and

has

not

yet

mad

e an

y m

easu

rabl

e pr

ogre

ss.

Dir

ecti

ons:

Hig

hli

ght

the

mos

t ac

cura

te r

atin

g fo

r ea

ch C

riti

cal C

ompo

nen

t u

sin

g th

e sc

ale

as n

oted

abo

ve. I

ncl

ude

dis

cuss

ion

to

pic

con

ten

t in

th

e co

mm

ent

sect

ion

(at

th

e en

d of

th

is r

ubr

ic)

wh

en m

akin

g th

e de

term

inat

ion

to

assi

st w

ith

cre

atin

g th

e S

trat

egic

Pla

n in

clu

ded

in t

he

App

endi

x.

Leve

l 3:

Exce

llent

Le

vel 2

: In

Pro

gres

s Le

vel 1

: N

o Pr

ogre

ss

Our

team

cou

ld p

rovi

de le

ader

ship

O

ur te

am is

mak

ing

good

pro

gres

s.

Our

team

is ju

st g

ettin

g st

arte

d on

fo

r oth

ers

for t

his

Criti

cal

We

still

hav

e a

way

to g

o.

this

Cri

tical

Com

pone

nt a

nd h

ave

Co

mpo

nent

.

not y

et m

ade

any

mea

sura

ble

prog

ress

.

Criti

cal C

ompo

nent

1:

Adm

inis

trat

ive

Supp

ort

The

colle

ge o

r sch

ool a

dmin

istr

ator

s an

d sc

hool

bo

ard

mem

bers

sup

port

the

conc

ept o

f the

ca

reer

em

phas

is/fo

cus

(clu

ster

) pro

cess

and

co

mpo

nent

s. T

hey

prov

ide

sche

dule

d ch

unks

of

tim

e fo

r the

clu

ster

team

(adm

inis

trat

ion,

te

achi

ng fa

culty

, ind

ustr

y an

d ed

ucat

ion

part

ners

, and

car

eer c

ouns

elin

g st

aff)

to m

eet

toge

ther

, offe

r pro

fess

iona

l dev

elop

men

t op

port

uniti

es fo

r the

clu

ster

team

, and

en

cour

age

lear

ner p

artic

ipat

ion

and

pare

nt a

nd

com

mun

ity s

uppo

rt.

The

colle

ge o

r sch

ool a

dmin

istr

ator

s an

d sc

hool

bo

ard

mem

bers

are

info

rmed

of t

he C

aree

r Cl

uste

r. Th

ey th

ink

it is

a g

ood

idea

but

do

not

spen

d tim

e w

ith th

e cl

uste

r tea

m o

r hav

e a

clea

r pe

rcep

tion

of th

e pr

oces

s or

com

pone

nts.

The

colle

ge o

r sch

ool a

dmin

istr

ator

s ar

e no

t pa

rtic

ular

ly in

favo

r of t

he C

aree

r Clu

ster

, and

th

e fa

culty

mem

bers

are

on

thei

r ow

n to

try

to fi

gure

out

how

to im

plem

ent t

he p

rogr

am.

The

scho

ol b

oard

kno

ws

little

abo

ut th

e Ca

reer

Cl

uste

r and

doe

s no

t see

its

valu

e si

nce

it is

not

an

aca

dem

ic p

rogr

am.



Le

vel 3

: Ex

celle

nt

Leve

l 2:

In P

rogr

ess

Leve

l 1:

No

Prog

ress

O

ur te

am c

ould

pro

vide

lead

ersh

ip

Our

team

is m

akin

g go

od p

rogr

ess.

O

ur te

am is

just

get

ting

star

ted

on

for o

ther

s fo

r thi

s Cr

itica

l W

e st

ill h

ave

a w

ay to

go.

th

is C

ritic

al C

ompo

nent

and

hav

e

Com

pone

nt.

no

t yet

mad

e an

y m

easu

rabl

e pr

ogre

ss.

Criti

cal C

ompo

nent

2:

Shar

ed P

lann

ing

The

entir

e Cl

uste

r Cur

ricul

um T

eam

has

re

gula

rly s

ched

uled

tim

e fo

r pro

gram

pla

nnin

g an

d cu

rric

ulum

des

ign.

The

y ha

ve th

e eq

uiva

lent

of

at l

east

one

full

day

each

mon

th to

wor

k to

geth

er a

nd c

ompa

re le

arne

r pro

gres

s an

d cu

rric

ulum

effe

ctiv

enes

s.

The

Teac

hing

Tea

m h

as a

sch

edul

e th

at a

llow

s fo

r wee

kly,

sha

red

prog

ram

pla

nnin

g, c

urric

ulum

de

sign

, and

oth

er C

aree

r Clu

ster

-rel

ated

ac

tiviti

es.

Teac

hing

Tea

ms

are

not a

ckno

wle

dged

and

mus

t tr

y to

do

plan

ning

and

oth

er p

repa

ratio

n du

ring

lunc

h an

d be

fore

or a

fter s

choo

l.

Criti

cal C

ompo

nent

3:

Care

er D

evel

opm

ent

Each

lear

ner i

n th

e Ca

reer

Clu

ster

has

a

sche

dule

d m

eetin

g w

ith a

car

eer c

ouns

elor

, te

ache

r adv

isor

, or f

acul

ty a

dvis

or o

n at

leas

t tw

o oc

casi

ons

each

sch

ool y

ear t

o de

velo

p an

d re

vise

as

nece

ssar

y an

indi

vidu

al c

aree

r ed

ucat

ion

plan

(pla

n of

stu

dy).

Pare

nts

are

incl

uded

in th

e ca

reer

pla

nnin

g se

ssio

ns.

Lear

ners

bas

e th

eir c

aree

r pla

ns o

n a

num

ber o

f ca

reer

aw

aren

ess

and

expl

orat

ion

expe

rienc

es.

Lear

ners

in th

e Ca

reer

Clu

ster

dev

elop

thei

r ow

n ca

reer

edu

catio

n pl

an b

ased

on

seve

ral

care

er a

war

enes

s an

d ex

plor

atio

n ex

perie

nces

. Th

ey m

ay h

ave

the

oppo

rtun

ity to

mee

t with

the

care

er c

ouns

elor

or o

ther

trai

ned

advi

sor o

nce

each

sch

ool y

ear.

Lear

ners

do

not h

ave

a ca

reer

edu

catio

n pl

an.

They

onl

y se

e a

coun

selo

r if t

hey

are

havi

ng

prob

lem

s in

sch

ool o

r wis

h to

cha

nge

a cl

ass.

Prod

uct:

ww

w.o

kcar

eert

ech.

org/

cim

c —

Sel

ect:

“Ca

talo

g” th

en “

Onl

ine

Cata

log.

” T

ype

in y

our Z

IP c

ode.

Pul

l scr

oll b

ar to

the

right

. Typ

e in

“T

each

ers

as A

dvis

ors”

in th

e se

arch

box

. — S

elec

t: “

Teac

hers

as

Advi

sors

for S

econ

dary

and

Pos

tsec

onda

ry L

earn

ers”

and

/or “

Mid

dle

Gra

des

Te

ache

rs a

s Ad

viso

rs T

oolb

ox.”

Criti

cal C

ompo

nent

4:

Prof

essi

onal

Dev

elop

men

t

All C

lust

er T

eam

mem

bers

join

tly p

artic

ipat

e in

pr

ofes

sion

al d

evel

opm

ent a

ctiv

ities

that

hel

p bu

ild th

eir k

now

ledg

e, s

kills

, and

abi

litie

s in

the

sele

cted

Car

eer C

lust

er a

nd th

e ap

plic

atio

n to

te

achi

ng m

etho

dolo

gy.

The

Teac

hing

Tea

m is

pro

vide

d re

sour

ces

and

rele

ase

time

to a

ttend

at l

east

one

pro

fess

iona

l de

velo

pmen

t act

ivity

eac

h ye

ar.

Rel

ease

tim

e fo

r pro

fess

iona

l dev

elop

men

t is

not m

ade

avai

labl

e fo

r oth

er th

an s

choo

l-rel

ated

in

-ser

vice

ses

sion

s.



Le

vel 3

: Ex

celle

nt

Leve

l 2:

In P

rogr

ess

Leve

l 1:

No

Prog

ress

O

ur te

am c

ould

pro

vide

lead

ersh

ip

Our

team

is m

akin

g go

od p

rogr

ess.

O

ur te

am is

just

get

ting

star

ted

on

for o

ther

s fo

r thi

s Cr

itica

l W

e st

ill h

ave

a w

ay to

go.

th

is C

ritic

al C

ompo

nent

and

hav

e

Com

pone

nt.

no

t yet

mad

e an

y m

easu

rabl

e pr

ogre

ss.

Criti

cal C

ompo

nent

5:

Stan

dard

s-Ba

sed

Curr

icul

um

Curr

icul

um is

des

igne

d to

incl

ude

both

the

Care

er C

lust

er F

ound

atio

n an

d Pa

thw

ay

Know

ledg

e an

d Sk

ills,

indu

stry

sta

ndar

ds, a

nd

appr

opria

te a

cade

mic

sta

ndar

ds. C

urric

ulum

en

hanc

es a

nd re

info

rces

aca

dem

ic c

onte

nt a

nd,

as a

resu

lt, im

prov

es b

oth

Care

er C

lust

er a

nd

acad

emic

ach

ieve

men

t.

Curr

icul

um is

focu

sed

on a

cade

mic

con

tent

. Li

ttle

atte

ntio

n is

pai

d to

the

Care

er C

lust

er

Foun

datio

n Kn

owle

dge

and

Skill

s.

Trad

ition

al c

urric

ulum

is o

ffere

d. It

may

not

be

stan

dard

s ba

sed.

Res

ourc

es:

Stat

es’ C

aree

r Clu

ster

s In

itiat

ive

“Kno

wle

dge

and

Skill

s St

anda

rds”

ww

w.c

aree

rclu

ster

s.or

g —

Sel

ect:

“Th

e 16

Car

eer C

lust

ers

and

R

elat

ed R

esou

rces

” fr

om th

e m

enu.

Cho

ose

“Car

eer C

lust

er R

esou

rces

/Lea

ders

.” T

hen

clic

k on

the

clus

ter i

con

and

scro

ll do

wn

to th

e bo

ttom

of

the

page

and

clic

k on

“vi

ew.”

TD

L Pr

oduc

t: w

ww

.tdlc

lust

er.io

es.o

rg/d

ev.h

tm —

Sel

ect:

“Sc

hool

Dev

elop

ed P

robl

em-B

ased

Sce

nario

s.”

Criti

cal C

ompo

nent

6:

Pare

nt a

nd C

omm

unity

Sup

port

Pare

nts

and/

or g

uard

ians

/men

tors

are

info

rmed

of

the

prog

ram

con

tent

, par

ticip

ate

in th

e ca

reer

de

cisi

on-m

akin

g pr

oces

s, a

nd s

uppo

rt th

e pr

ogra

m in

var

ious

set

tings

. Com

mun

ity g

roup

s of

fer p

rogr

am s

uppo

rt th

roug

h sp

onso

rshi

ps

and

mar

ketin

g. T

hey

assi

st w

ith id

entif

ying

w

orkp

lace

lear

ning

site

s an

d bu

ildin

g in

dust

ry

part

ners

hips

.

Pare

nts/

guar

dian

s an

d co

mm

unity

gro

ups

rece

ive

notif

icat

ion

of th

e se

lect

ed C

aree

r Cl

uste

r. Th

ey a

re in

vite

d to

par

ticip

ate.

Pare

nts/

guar

dian

s an

d co

mm

unity

gro

ups

are

not a

ctiv

ely

invo

lved

in th

e Ca

reer

Clu

ster

. The

y re

ceiv

e re

spon

ses

as re

ques

ted.

Res

ourc

e: O

DCT

E G

uida

nce

hom

e pa

ge w

ww

.okc

aree

rtec

h.or

g/gu

idan

ce —

Sel

ect:

“A

Pare

nt’s

Gui

de to

Car

eer I

nfor

mat

ion.

”



Le

vel 3

: Ex

celle

nt

Leve

l 2:

In P

rogr

ess

Leve

l 1:

No

Prog

ress

O

ur te

am c

ould

pro

vide

lead

ersh

ip

Our

team

is m

akin

g go

od p

rogr

ess.

O

ur te

am is

just

get

ting

star

ted

on

for o

ther

s fo

r thi

s Cr

itica

l W

e st

ill h

ave

a w

ay to

go.

th

is C

ritic

al C

ompo

nent

and

hav

e

Com

pone

nt.

no

t yet

mad

e an

y m

easu

rabl

e pr

ogre

ss.

Criti

cal C

ompo

nent

7:

Educ

atio

n Pa

rtne

rshi

ps

Elem

enta

ry s

choo

l, m

iddl

e sc

hool

, hig

h sc

hool

, ca

reer

tech

nica

l sch

ool,

colle

ge, u

nive

rsity

, an

d ad

ult s

kills

cen

ter f

acul

ty a

re in

clud

ed in

th

e Ca

reer

Clu

ster

s Te

am, a

s ap

prop

riate

, to

assu

re a

lear

ning

con

tinuu

m. P

artn

ersh

ips

are

form

aliz

ed —

inte

rdis

cipl

inar

y an

d se

quen

tial

— a

cros

s le

vels

of e

duca

tion.

Part

ners

hips

are

form

al o

r inf

orm

al a

nd m

ay b

e lim

ited

to s

peci

fic te

achi

ng fa

culty

and

cou

rses

.Ed

ucat

ion

part

ners

hips

hav

e no

t bee

n de

velo

ped.

Res

ourc

e: C

aree

r Clu

ster

Pat

hway

s w

ww

.okc

aree

rtec

h.or

g/gu

idan

ce —

Sel

ect:

“Cl

uste

r Pat

hway

s” lo

cate

d at

bot

tom

of l

eft m

enu.

Pro

vide

s a

list

of c

aree

rs th

at m

ay b

e he

lpfu

l in

mak

ing

a Cl

uste

r Tea

m.

Criti

cal C

ompo

nent

8:

Busi

ness

and

Indu

stry

Par

tner

ship

s

Part

ners

are

fully

eng

aged

as

Clus

ter T

eam

m

embe

rs. T

hey

are

repr

esen

tativ

e of

the

entir

e Ca

reer

Clu

ster

. The

repr

esen

tativ

es p

artic

ipat

e in

pla

nnin

g an

d de

velo

pmen

t as

wel

l as

assi

st in

cl

assr

oom

and

wor

kpla

ce im

plem

enta

tion

and

supp

ort.

Indu

stry

par

tner

ship

s ar

e lim

ited

to in

divi

dual

cl

assr

oom

par

ticip

atio

n ba

sed

on o

ne-t

o-on

e re

latio

nshi

ps.

Indu

stry

par

tner

ship

s ha

ve n

ot b

een

deve

lope

d.

Res

ourc

e: C

aree

r Clu

ster

Pat

hway

s w

ww

.okc

aree

rtec

h.or

g/gu

idan

ce/c

aree

rinfo

/caf

.htm

— S

elec

t: “

Care

er P

ortfo

lios”

Criti

cal C

ompo

nent

9:

Mul

ti-M

easu

re A

sses

smen

t

Asse

ssm

ent i

nclu

des

both

cum

ulat

ive

(pro

ject

s,

rese

arch

pap

ers,

por

tfolio

s, w

orkp

lace

lear

ning

or

com

mun

ity s

ervi

ce) a

nd o

n-de

man

d (m

ultip

le c

hoic

e, p

rese

ntat

ion,

dem

onst

ratio

n,

scen

ario

resp

onse

) mea

sure

s an

d m

eets

the

crite

ria fo

r sev

eral

dis

cipl

ines

.

Asse

ssm

ent i

s lim

ited

to o

n-de

man

d m

odal

ities

or

a s

ingl

e cu

mul

ativ

e m

odal

ity a

nd o

nly

mea

sure

s co

nten

t for

one

dis

cipl

ine.

Asse

ssm

ent i

s tr

aditi

onal

, e.g

., m

ultip

le c

hoic

e,

mat

chin

g, e

ssay

, and

true

-fal

se it

ems.



Le

vel 3

: Ex

celle

nt

Leve

l 2:

In P

rogr

ess

Leve

l 1:

No

Prog

ress

O

ur te

am c

ould

pro

vide

lead

ersh

ip

Our

team

is m

akin

g go

od p

rogr

ess.

O

ur te

am is

just

get

ting

star

ted

on

for o

ther

s fo

r thi

s Cr

itica

l W

e st

ill h

ave

a w

ay to

go.

th

is C

ritic

al C

ompo

nent

and

hav

e

Com

pone

nt.

no

t yet

mad

e an

y m

easu

rabl

e pr

ogre

ss.

Criti

cal C

ompo

nent

10:

Int

erdi

scip

linar

y Te

ams

The

Clus

ter T

eam

s w

ork

colla

bora

tivel

y to

offe

r th

e cu

rric

ulum

in a

n in

terd

isci

plin

ary

appr

oach

. Th

e co

nten

t is

typi

cally

des

igne

d ar

ound

a

com

mon

them

e or

pro

ject

with

a c

ulm

inat

ing

activ

ity, p

rodu

ct, o

r ser

vice

as

a re

sult

of th

e in

stru

ctio

n.

Teac

hers

from

two

disc

iplin

es w

ork

toge

ther

to

conn

ect c

onte

nt a

roun

d a

com

mon

them

e or

pr

ojec

t.

Teac

hers

wor

k in

depe

nden

tly in

sin

gle

disc

iplin

es. C

onte

nt is

not

con

nect

ed.

Criti

cal C

ompo

nent

11:

Fle

xibl

e Sc

hedu

les

Scho

ol s

ched

ules

are

flex

ible

and

allo

w fo

r in

terd

isci

plin

ary

team

-man

aged

blo

cks

of ti

me

as n

eede

d fo

r pro

ject

s, la

bs, a

nd o

ther

act

ion-

base

d ac

tiviti

es.

Bloc

ks o

f tim

e ar

e as

sign

ed to

par

ticul

ar

disc

iplin

es.

The

scho

ol s

ched

ule

is o

rgan

ized

in tr

aditi

onal

bl

ocks

of t

ime.

Res

ourc

es:

Stat

es’ C

aree

r Clu

ster

s In

itiat

ive

“Kno

wle

dge

and

Skill

s St

anda

rds”

ww

w.c

aree

rclu

ster

s.or

g —

Sel

ect:

“Th

e 16

Car

eer C

lust

ers

and

Rel

ated

Res

ourc

es”

from

the

men

u. C

hoos

e “C

aree

r Clu

stes

r Res

ourc

es/L

eade

rs.”

The

n cl

ick

on th

e cl

uste

r ico

n an

d sc

roll

dow

n to

the

botto

m o

f th

e pa

ge a

nd c

lick

on “

view

.” T

DL

Prod

uct:

ww

w.td

lclu

ster

.ioes

.org

/dev

.htm

— S

elec

t: “

Scho

ol D

evel

oped

Pro

blem

-Bas

ed S

cena

rios.

”

Criti

cal C

ompo

nent

12:

Int

egra

ted

Curr

icul

um

The

curr

icul

um is

dev

elop

ed a

nd ta

ught

by

the

Clus

ter T

eam

. The

con

tent

is m

ultid

isci

plin

ary

and

base

d on

aca

dem

ic a

nd C

aree

r Clu

ster

s Fo

unda

tion

Know

ledg

e an

d Sk

ills

and

taug

ht

with

in th

e co

ntex

t of t

he s

elec

ted

Care

er C

lust

er

indu

stry

. Car

eer C

lust

er c

onte

nt is

str

engt

hene

d by

the

inte

grat

ion

of a

cade

mic

con

cept

s.

The

curr

icul

um is

enh

ance

d, e

xpan

ded,

or

rein

forc

ed th

roug

h co

llabo

ratio

n be

twee

n an

ac

adem

ic a

nd a

car

eer t

echn

ical

teac

her.

Inte

grat

ion

is u

nila

tera

lly d

eter

min

ed b

y th

e ca

reer

tech

nica

l tea

cher

.

Res

ourc

e/Pr

oduc

ts:

ww

w.o

kcar

eert

ech.

org/

cim

c —

Sel

ect:

“Ca

talo

g” th

en “

Go

to th

e O

nlin

e Ca

talo

g.”

Typ

e in

you

r ZIP

cod

e. P

ull s

crol

l bar

to th

e rig

ht. C

reat

ing

Conn

ectio

ns:

Inte

grat

ed A

ctiv

ities

for M

iddl

e Sc

hool

.



Le

vel 3

: Ex

celle

nt

Leve

l 2:

In P

rogr

ess

Leve

l 1:

No

Prog

ress

O

ur te

am c

ould

pro

vide

lead

ersh

ip

Our

team

is m

akin

g go

od p

rogr

ess.

O

ur te

am is

just

get

ting

star

ted

on

for o

ther

s fo

r thi

s Cr

itica

l W

e st

ill h

ave

a w

ay to

go.

th

is C

ritic

al C

ompo

nent

and

hav

e

Com

pone

nt.

no

t yet

mad

e an

y m

easu

rabl

e pr

ogre

ss.

Criti

cal C

ompo

nent

13:

Cre

ativ

e an

d In

nova

tive

Teac

hing

Str

ateg

ies

Team

-bui

ldin

g, c

ritic

al-t

hink

ing,

and

pro

blem

-so

lvin

g ac

tiviti

es a

re in

corp

orat

ed in

to th

e pr

ogra

m. A

ll co

nten

t is

rein

forc

ed th

roug

h ap

plic

atio

n an

d pr

actic

e.

Inst

ruct

ion

is li

mite

d to

use

of a

pplic

atio

ns to

re

info

rce

the

cont

ent.

The

cont

ent i

s ta

ught

in tr

aditi

onal

lect

ure,

read

, an

d te

st m

ode.

Criti

cal C

ompo

nent

14:

Wor

kpla

ce L

earn

ing

All l

earn

ers

part

icip

ate

in w

orkp

lace

lear

ning

ex

perie

nces

con

sist

ent w

ith th

eir c

aree

r goa

ls.

The

wor

kpla

ce le

arni

ng is

dire

ctly

rela

ted

to a

nd

cons

iste

nt w

ith th

e cl

assr

oom

inst

ruct

ion.

Each

lear

ner h

as li

mite

d jo

b sh

adow

exp

erie

nce

oppo

rtun

ities

. The

exp

erie

nce

is re

late

d to

the

lear

ners

’ car

eer g

oals

.

Wor

kpla

ce le

arni

ng is

not

a p

art o

f the

pro

gram

.

Res

ourc

e/Pr

oduc

t: w

ww

.okc

aree

rtec

h.or

g/ci

mc

— S

elec

t “Ca

talo

g” th

en “

Go

to th

e O

nlin

e Ca

talo

g.”

Type

in y

our Z

IP C

ode.

Pul

l scr

oll b

ar to

the

right

. Typ

e in

“In

tern

ship

” in

the

sear

ch b

ox. —

Sel

ect “

WBL

: In

tern

ship

and

Job

Sha

dow

Too

lbox

.”

Res

ourc

e: C

aree

r Act

ivity

File

ww

w.o

kcar

eert

ech.

org/

guid

ance

/car

eerin

fo/c

af.h

tm —

Sel

ect:

“Em

ploy

abili

ty S

kills

.”Em

phas

is:

Criti

cal t

hink

ing

and

prob

lem

sol

ving

.

Criti

cal C

ompo

nent

15:

Lea

rner

-Cen

tere

d Le

arni

ng

Lear

ners

are

invo

lved

in th

e de

sign

and

de

velo

pmen

t of t

heir

cour

sew

ork

base

d on

thei

r in

tere

sts,

car

eer g

oals

, and

con

sist

ency

with

the

stan

dard

(s) t

o be

met

.

Lear

ners

are

pro

vide

d w

ith a

n ou

tline

of t

he

cour

se w

ith e

xpec

ted

outc

omes

. The

y ar

e gi

ven

a lis

t of p

roje

ct to

pics

from

whi

ch to

mak

e a

sele

ctio

n.

Curr

icul

um is

offe

red

in a

trad

ition

al m

ode

with

te

ache

rs p

rese

ntin

g th

e in

form

atio

n.



Whe

re a

re y

our c

halle

nges

?

Wha

t com

pone

nts

have

sho

wn

the

mos

t im

prov

emen

t?

Wha

t com

pone

nts

have

lost

gro

und?

How

sho

uld

your

Str

ateg

ic P

lan

refle

ct y

our n

ext s

teps

?

Oth

er th

ough

ts?

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Developing a Problem-Based Scenario:A Five-Step Process Model

Nine national school sites have been selected through a competitive application process to develop problem-based scenario curriculum units and then pilot test these units before national dissemination. These instructional units are developed in conjunction with business and industry partners who help the site identify “real world” problems that could occur in their institution.

Complete the five-step process model to develop scenarios for your chosen Career Cluster focus.

Step 1: Recruit Industry/Government Partner(s) and Develop Scenario Proposal

Partner Time RequirementsFor each business/government partner, recruit one lead representative. This lead representative should be an experienced management- or professional-level employee. Ideally, he/she would have been a team leader or dealt with cross-functional problems. This partner will agree to the approximate time commitments as follows: (1) assist in the development of the scenario (meetings of 2-4 hours each), (2) identify/develop required information and materials (meetings of 2-4 hours), (3) host and conduct site visit(s) (one day), and (4) evaluate the learner reports and presentations (one day).

Development Process1. First Meeting: Scenario Brainstorming (Partner and School

Project Leaders). Read the performance elements and ask the partner to identify at least three possible authentic problem-based scenarios that could address the scope and content of the performance. Evaluate the feasibility of each authentic, problem-based scenario and select the most appropriate scenario for the school and learners.

2. Second Meeting: Scenario Development and Expansion (Partner, School Project Leaders, and Teachers). Develop and review a draft of the problem statement and identify the required and additional performance elements (refer to Career Clusters Knowledge and Skills statements). Plan site visits and identify work sites and related occupations and job titles. Identify all information and related resources necessary to complete the project. Estimate required time and costs to complete the project. Begin to identify the learner products, processes, and assessment criteria for the scenario (to be completed in Step 2). Complete the Problem-Based Scenario Proposal Booklet (http://tdlcluster.ioes.org/devtemps/prob_based_ proposal.pdf) and submit a final draft to the national staff.

Step 2: Develop Scenario Assessment Plan

Development Process1. Module/Unit Plan (Project Leaders and Teachers). Review

the required performance elements and the assessment criteria developed with partners in Step 1. Identify the related knowledge and skills (refer to Career Clusters Knowledge and Skills statements) and assessment approaches. Identify any additional learner products, processes, and assessments as needed. Develop a module/unit plan and identify where each performance element, knowledge, and skills will be addressed. Enter the title for each module/unit and the performance elements and knowledge and skills statements for each module/unit in the figure provided in Section 5 of the Scenario Assessment Plan Booklet. (http://tdlcluster.ioes.org/devtemps/scenario_assess.pdf).

2. Identify Assessment Approaches and Related Academics/Workplace Skills. Identify and list the assessment approach for each performance element and knowledge and skill listed in each module/unit. Identify the related academic and workplace skills that will be addressed in each module (model state standards, V-TECS, Snyder’s taxonomy as appropriate). Enter this information into the figure in Section 5 of the Scenario Assessment Plan Booklet.

http://tdlcluster.ioes.org/devtemps/student_guide_temp.pdfhttp://tdlcluster.ioes.org/devtemps/log_dist_mentor.pdf Step 3: Develop Draft Learner and Teacher/Mentor Guides

Step 4: Pilot-Test Scenario and Learner and Teacher/Mentor Guides

Step 5: Finalize and Submit Scenario and Learner and Teacher/Mentor Guides

An example of a problem-based scenario follows on the next page. NOTE: Always include these knowledge and skills statements in a scenario:Locate written information from books, journals, and the Internet.Develop and deliver formal presentations using a broad range of technical concepts, knowledge, and vocabulary. http://tdl cluster.ioes.org/devtemps/dev_ prob_based.pdf



Example of Problem-Based Scenario

Cluster Transportation, Distribution, and LogisticsPathway Transportation Systems/Infrastructure Planning, Management, and RegulationsSchool Site Triad High SchoolPathway Knowledge and Skills(s) ➣ P01.1 Manage routes and schedules to move people/goods to meet customer requirements. ➣ P05.1 Plan public transportation infrastructure.Performance Element(s) ➣ P01.1.1 Develop transportation routes and schedules. ➣ P05.1.1 Determine the need for new or improved public transportation infrastructure (e.g., highways, airports, train terminals, ports, commercial space launching facilities, intermodal facilities).Title NASACompletion Time

Problem Statement You are an aeronautical engineer. You have

been hired by NASA to research the need and feasibility of “Space Planes.” Your job is to look at the developments of space planes and decide how these planes will be used and what type of people will use the planes (upper class, middle class, etc.). You also will have to decide what should be included on the planes (sleeping quarters, restrooms, cafe, etc.)

After you have completed your research, you must compile all of your information into a written report. Your report and findings should then be presented to NASA officials.

Occupations and Related Job Titles(Examples) ➣ Pilot ➣ Transportation engineer ➣ Space engineer ➣ Astronaut

Business/Industry/Government Partner(s) NASA Glenn Research Center Cleveland, OH 44135Learners Learners will engage in the planning process of

space planes. The learners will research what is needed on space planes for the future. They must determine the amenities that will be needed to be included in the plane. They must also determine what type of people will use the planes (upper, middle and/or lower economic class citizens).

Process Learners will engage in research via the

Internet and library to determine the history of space planes. They must determine the uses and feasibility of the planes.

Required Materials and Resources ➣ Computers ➣ Word processing and presentation software ➣ Internet work sites ➣ Library ➣ Teleconferencing ➣ Internet ➣ NASA Representative via e-mail ➣ Library resourcesCluster The learners will be assessed utilizing several

different methods. They will be assessed for style, correctness of grammar, and spelling on their written report. They will also be assessed on the use of resource materials. The final assessment will be determined by how well the learners compile and present their findings of the project to Lanter Company with the use of the scoring rubric.

Pathways The learners will be assessed via tests and

daily assignments. A scoring rubric will be used to fully assess the learners’ overall performance. Since the learners are working in team settings, they will evaluate each of the team members and themselves for a final participation grade for the project.



Cluster Foundation Knowledge and Skills ➣ F2.2.1 Compose multi-paragraph writing containing technical concepts, knowledge, and vocabulary. ➣ F2.2.3 Use information technology to design, produce, and present written and multi-media materials. (See Information Technology Applications.) ➣ F2.4.1 Develop and deliver formal presentations using a broad range of technical concepts, knowledge, and vocabulary. ➣ F2.4.2 Contribute effectively to group discussions, including meetings. ➣ F3.1.1 Formulate ideas, proposals, and solutions to problems. ➣ F3.2.1 Develop solutions to performance problems using a structured problem- solving process. ➣ F4.1.1 Create documents using word processing software.

➣ F4.2.1 Use electronic mail. ➣ F4.2.2 Use Internet services to locate and retrieve information. ➣ F5.1.3 Explain the impact of economic, social, and technological changes on TDL organizations and the industry. ➣ F5.1.5 Explain the roles and functions of government in regulating and supporting TDL organizations within the industry. ➣ F6.1.1 Describe the major regulatory areas (e.g., personal protective equipment) and government laws and regulations. ➣ F7.1.1 Collaborate effectively with others. ➣ F7.2.1 Conduct and participate in meetings. ➣ F9.1.2 Identify and demonstrate positive work behaviors and personal qualities. ➣ F9.2.2 Develop career plans for career opportunities.

Module Plan

Research Learners will use the Internet to The learners will be requiredSpace Planes research the development of to complete a worksheet and space planes. They will need to written assignment on the look at the historical and future development of space planes. aspects of the planes.

Needed The learners will choose the The learners will choose theAmenities amenities that the space planes amenities needed on the space will require. planes and list them as a group. They will work in small groups to determine several lists and then come together as a class to determine one list.

http://tdlcluster.ioes.org/development/sitedevprob/NASA_Scenario_Outline.pdf



Web Sites for Career Clusters

Cluster Web Site Description

Human Services

Manufacturing

Marketing, Salesand Service

http://www.pueblo.gsa.gov

http://www.dietitian.com/ibw/ibw.html

http://parentingteens.about.com/library/sp/quiz/bullying/blbully.htm

http://www.cdc.gov/niosh/adoldoc.html

http://www.ihs.gov/PublicInfo/Publications/McGruff/index.asp

http://cord.org/workplacelibrary/

http://manufacturing.stanford.edu/

http://www.dreamit-doit.com/Index.aspx

http://careervoyages.gov/indemandmagazine-main.cfm

http://www.clickoncareers.com/Man/Occupations.cfm

http://www.emints.org/ethemes/resources/S00001687.shtml


http://www.careeroverview.com/sales-careers.html

Federal Consumer Information Center has freeinformation on cars, children, education, food,housing, travel, and much more. Hard copybrochures are available for little or no cost.

The Healthy Body Calculator

Parenting Quiz: Is Your Child a Bully? Research shows that bullying can be a sign of other serious antisocial and/or violent behavior. Children who frequently bully their peers are more likely than others to get into serious trouble.

For a working teen, this handout explainshealth and safety issues.

McGruff® and Scruff® Drug and ViolencePrevention Story and Activity Web site.

Discuss academic and work skills needed forspecific occupations in manufacturing, i.e., Engineer and Production Manager.

Narrated video clips showing over 40 different manufacturing products and processes ranging from the manufacturing of airplanes and golf clubs to jelly beans and denim. These video clips illustrate modern manufacturing techniques through virtual, online factory tours. Macro media Flash Player plug-in required.

“Dream It. Do It.” is a nationwide effort supported by the National Association of Manufacturers, manufacturing companies, and groups around the country. Resources are available to educate learners about jobs in manufacturing.

Careers in Advanced Manufacturing is an online magazine. It provides relevant information about career opportunities, education, and the skills needed to help learners build successful futures.

Not sure which Manufacturing occupation to pursue? Take a manufacturing career assessment or explore the listed occupation.

Career Path: Marketing, Sales, and ServiceThis Web site provides resources about careers in marketing and sales. Find out which occupations are included in the Career Cluster and how you can get started in the industry. Includes links to career exploration and career interest assessments.

Discusses academic and work skills needed for specific occupations, i.e., Duty Drawback Manager in the accounting department.

Choose from a list of sales careers to find detailed information on career and job opportunities, earnings, training requirements, and much more.



Cluster Web Site Description

Marketing, Salesand Service (continued)

Transportation,Distribution andLogistics

Counselor/Teacher

http://www.acinet.org/acinet/videos_by_cluster.asp?id=27&nodeid=28&cluster=14

http://wings.avkids.com/Careers/index.html

http://wings.avkids.com/

http://www.nysgtsc.state.ny.us/Kids/kidssign.htm

http://www.natef.org/

http://tdlcluster.ioes.org/dev.htm

http://www.cap.gov/index.cfm

http://www.okhighered.org/student-center/career-srvcs/cs-emp_resc.shtml

http://www.womenswork.org/girls/careers.html


http://www.familywatchdog.us

Videos on retail and marketing show the types of work people do. Other videos are available for the 16 clusters recognized by the Department of Education. Available in Spanish.

A wide variety of careers in aviation, aerodynamics, and related positions. Some careers include interviews with people who work in these positions.

The K-8 Aeronautics Internet textbook is an Internet-based multimedia learner workbook and teacher’s guide. Aviation lessons for beginner to advanced learner include Spanish. Experiments are included in the Scientists’ and Engineers’ Guide.

People must obey traffic signals, signs, and laws. Knowing what these signals and signs mean and obeying them will help to keep you safe when you walk, ride your bike, or in-line skate near a roadway.

National Automotive Technicians Education Foundation — This foundation evaluates technician training programs against standards developed by the automotive industry and recommends qualifying programs for certification. This site provides information on a variety of careers.

Many resources are available within each of these headings: School Developed Problem-Based Scenarios, Problem-Based Scenarios Templates, TDL Reference Book, and K-8 Resources.

Guys and girls, ages 12 to 21, can become active in the Civil Air Patrol. They learn the principles of aviation and aerospace flight through hands-on experiments.

Aviation and Aerospace Educational AllianceContact 1.800.858.1840

The opportunities are endless. Ship captain, photo journalist, real estate agent, archeologist — there are so many choices for women today! At this site you can learn about all the careers available and link to women role models who explain about their jobs.

The Library of the Workplace Web site offers a storehouse of information about the working world, especially about how work relates to a variety of academic studies.

Another tool to help us keep our kids safe was developed by John Walsh from America’s Most Wanted. Type in your address and see a map with small icons of red, blue, and green dots surrounding your entire neighborhood. When you click on these dots, a picture of a person will appear with an address and the description of the crime he or she had committed.



Activities for Career Clusters

Human ServicesNutrition SurveyRelated Subjects Science and MathRelated Occupations Dietitians, Nutritionist, Food Service WorkerActivity Complete a nutrition survey in school to see what foods are most liked by students and which

foods are being discarded.Trends in Teen Nutrition located at: http://www.kidsource.com/kidsource/content3/ific/ific.teen.trends.html#contents

http://www.fns.usda.gov/fns/nutrition.htm Search: SoftDrinkGraded On Teamwork, graphing results, and presentation

Bullying SkitRelated Subjects English and DramaRelated Occupations Actors, Camera OperatorsActivity Write a skit on peer pressure and bullying, and perform to other students. Students may use

this situation: A teacher is distracted and doesn’t notice a student push another student into the puddle. Helpful information may be located at: http://www.stopbullyingnow.hrsa.gov/index.asp?area=main

Graded On Presentation, sentence structure, organization

ManufacturingRobotsRelated Subject ScienceRelated Occupations Design Engineers and Mechanical EngineersActivity Teams of learners strategize, design, build a program, test, and refine a robot capable of

completing various missions. Information may be located at: http://www.usfirst.org/what/fll/default.aspx?id=390

F1 Grand Prix Sports CarRelated Subjects Art, Science, and MathRelated Occupations Mechanical Engineer, Race Team Manager, Operating Officer, Design Engineer, and DriversActivity Learners form their own F1 teams to research, design, manufacture, and race. Information

located at: http://www.f1inschools.usPictures of the headquarters: http://williams.latphoto.co.uk/



Marketing, Sales & ServiceNewspaper AdvertisingRelated Subjects English and ArtRelated Occupations Advertising ManagersActivity Learners in teams of two select a business. Locate pictures and/or drawings of products and

merchandise representing what would be sold at the store. Create an ad layout for a newspaper.Graded On Correct spelling and layout of merchanadise

Education NeededRelated Subjects English and SpeechRelated Occupations Public Information DirectorsActivity Put together public service announcements and podcasts about teen driving and safety. Topic

ideas are available at this Web site: http://www.tdriver.com/materials/radio_podcasts/Graded On Sentence structure and oral presentation

Activities for Career Clusters, cont.

Career Path: ManufacturingRelated Subjects Technology Education and Careers ClassRelated Occupations Manufacturing CareersActivity EMints National Center has created an online resource called eThemes. It catalogs Web sites

according to themes or topics; use the resources for teaching and learning about manufacturing. http://www.emints.org/ethemes/resources/S00001697.shtml http://www.emints.org/ethemes/



Transportation, Distribution & LogisticsWalgreen’s Save the ChocolateRelated Subjects Math and CommunicationRelated Occupations Warehouse Manager, Distribution Center Manager, Truck DriverActivity High school learners learn about the role of various occupations within the Transportation,

Logistics and Distribution industry and then are given a real-world problem. Learners acquire the skills needed to gather information, determine possible solutions, and decide how to avoid the problem of shipping heat-sensitive products.

Select: “TDL Walgreen’s Chocolate” located at http://www.tdlmathscience.org/?q=node/17 or http://www.tdlmathscience.org/ Select: “Problem-based scenarios”Graded On Documentations and storage solutions through hands-on activities and worksheets.

Teen DriversRelated Subject HealthRelated Occupations Health and Safety Managers and Safety AnalystsActivity Teen drivers are injured and killed in car crashes almost every day. Motor vehicle crashes are the

leading cause of death for persons aged 15 to 19 years old. Plan a presentation to present the facts about teen drivers and how to prevent injury. Helpful information may be located at:

http://www.tdriver.com/problem/quiz.aspGraded On Organization, content, and presentation

All ClustersCareer Clusters VideosLocation http://www.acinet.org/acinet/Select “Videos” from the center of your screen.Click On Clusters and Career Videos <http://www.acinet.org/acinet/videos.asp?id=27&nodeid=27>Description Videos showing the types of work people do in the 16 clusters recognized by the Department of

Education.

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ibilit

ies

❏ A

ssis

tant

Dire

ctor

s, C

hild

care

F

acilit

ies

D

irect

ors,

Chi

ldca

re F

acilit

ies

Ed

ucat

ors

for P

aren

ts✛

Ele

men

tary

Sch

ool C

ouns

elor

s

Nan

nies

Pr

esch

ool T

each

ers

❖ C

hild

care

Ass

ista

nts/

Wor

kers

❖ T

each

ers’

Assi

stan

ts

C

linic

al a

nd C

ouns

elin

g

Psy

chol

ogis

ts

Indu

stria

l-Org

aniz

atio

nal

P

sych

olog

ists

✛ S

ocio

logi

sts

C

aree

r Cou

nsel

ors

Em

ploy

men

t Cou

nsel

ors

✛ M

arria

ge, C

hild

and

Fam

ily

Cou

nsel

ors

M

enta

l Hea

lth C

ouns

elor

s❏

Res

iden

tial A

dvis

ors

Sc

hool

Cou

nsel

ors/

P

sych

olog

ists

❏ S

ubst

ance

Abu

se a

nd

B

ehav

iora

l Dis

orde

r Cou

nsel

ors

Vo

catio

nal R

ehab

ilitat

ion

C

ouns

elor

s

Ad

ult D

ay C

are

Coo

rdin

ator

s

Com

mun

ity S

ervi

ce D

irect

ors

C

oord

inat

ors

of V

olun

teer

s

Lice

nsed

Pro

fess

iona

l

Cou

nsel

ors

D

irect

ors,

Rel

igio

us A

ctiv

ities

/

Edu

catio

n Pr

ogra

ms

R

elig

ious

Lea

ders

Ad

ult D

ay C

are

Wor

kers

C

aree

r Cou

nsel

ors

❖ C

omm

unity

Foo

d Se

rvic

e

Wor

kers

C

omm

unity

Hou

sing

Ser

vice

W

orke

rs✛

Die

ticia

ns

Emer

genc

y an

d R

elie

f Wor

kers

✛ E

mpl

oym

ent C

ouns

elor

s❖

Ger

iatri

c Se

rvic

e W

orke

rs

Hum

an S

ervi

ces

Wor

kers

Le

isur

e Ac

tiviti

es C

oord

inat

ors

❏ R

esid

entia

l Adv

isor

s❏

Soc

ial a

nd H

uman

Ser

vice

s

Ass

ista

nts

So

cial

Ser

vice

s W

orke

rs

Voca

tiona

l Reh

abilit

atio

n

Cou

nsel

ors

Vo

catio

nal R

ehab

ilitat

ion

Serv

ice

W

orke

rs

❏ B

arbe

rs❏

Cos

met

ologis

ts, H

airdr

esse

rs, a

nd

Hai

rstyl

ists

El

ectro

logist

s

Elec

trolys

is Te

chnic

ians

❖ N

ail T

echn

ician

s, M

anicu

rists

and

P

edicu

rists

Sh

ampo

oers

Sk

in C

are

Spec

ialist

s/Esth

etici

ans

✛ E

mba

lmer

s❖

Fun

eral

Atte

ndan

ts

Fune

ral D

irecto

rs/M

ortic

ians

Co

mpa

nions

M

assa

ge T

hera

pists

❖ P

erso

nal a

nd H

ome

Care

Aide

s✛

Per

sona

l Tra

iners

Sp

a At

tend

ants

C

onsu

mer

Adv

ocat

es

Con

sum

er A

ffairs

Offi

cers

✛ C

onsu

mer

Cre

dit C

ouns

elor

s

Ba

nker

s✛

Cer

tifie

d Fi

nanc

ial P

lann

ers

Fi

nanc

ial A

dvis

ors

In

sura

nce

Rep

rese

ntat

ives

In

vest

men

t Bro

kers

R

eal E

stat

e Se

rvic

es

R

epre

sent

ativ

es

C

onsu

mer

Res

earc

h D

epar

tmen

t

Rep

rese

ntat

ives

❖ C

usto

mer

Ser

vice

Rep

rese

ntat

ives

Em

ploy

ee B

enef

its

R

epre

sent

ativ

es

Hos

pita

l Pat

ient

Acc

ount

s

Rep

rese

ntat

ives

Ac

coun

t Exe

cutiv

es

Buye

rs

Con

sum

er G

oods

or S

ervi

ces

R

etai

ling

Rep

rese

ntat

ives

Ev

ent S

peci

alis

ts

Fiel

d M

erch

andi

sing

Rep

rese

ntat

ives

In

side

Sal

es R

epre

sent

ativ

es✛

Mar

ket R

esea

rche

rs

Sale

s C

onsu

ltant

s

Smal

l Bus

ines

s O

wne

rs

Early

Chi

ldho

od D

evel

opm

ent

and

Serv

ices

Coun

selin

g an

d M

enta

lHe

alth

Ser

vice

sFa

mily

and

Com

mun

itySe

rvic

esPe

rson

al C

are

Serv

ices

Cons

umer

Ser

vice

s

This is a sample of the Cluster and Pathway Model located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Cluster/Pathway Model.’’

Okl

aho

ma

Hu

man

Ser

vice

s C

aree

r C

lust

er

Req

uir

emen

ts m

ay in

clu

de

but

are

no

t lim

ited

to

th

e fo

llow

ing

:

You

shou

ld li

ke:

You

shou

ld b

e ab

le to

:Po

ssib

le p

hysi

cal a

bilit

ies:

Opp

ortu

nitie

s fo

r exp

erie

nce:

Met

hods

of e

ntry

:

• Ac

tiviti

es o

f a s

cien

tific

an

d te

chni

cal n

atur

e.•

Activ

ities

of a

n ab

stra

ct o

r cr

eativ

e na

ture

.•

Wor

king

with

, hel

ping

, or

teac

hing

peo

ple.

• Ac

tiviti

es w

hich

invo

lve

dire

ct c

onta

ct w

ith p

eopl

e.•

Activ

ities

whi

ch in

volv

e co

mm

unic

atio

n of

idea

s,

data

, and

info

rmat

ion.

• So

lvin

g co

mpl

ex

pr

oble

ms.

• An

alyz

e pr

oble

ms

logi

cally

an

d de

velo

p so

lutio

ns.

• U

se w

ritte

n la

ngua

ge e

f-fe

ctiv

ely.

• M

ake

deci

sion

s ba

sed

upon

per

sona

l jud

gmen

t or

ver

ifiab

le d

ata.

• In

terp

ret i

deas

or f

acts

fr

om a

n in

divi

dual

view

poin

t.•

Com

mun

icat

e ea

sily

, ta

ctfu

lly, c

ourt

eous

ly, a

nd

effe

ctiv

ely.

• D

irect

, con

trol

, and

pla

n ac

tiviti

es th

at a

ffect

man

y pe

ople

.•

Wor

k co

oper

ativ

ely

with

ot

hers

.•

Wor

k w

ith d

etai

ls.

• Sp

eak

clea

rly a

nd

un

ders

tand

ably

.•

Hea

r wel

l, ei

ther

nat

ural

ly

or w

ith c

orre

ctio

n.

• Su

mm

er o

r par

t-tim

e em

ploy

men

t.•

Mili

tary

ser

vice

s.•

Wor

k-st

udy

or c

o-op

pr

ogra

ms

in s

econ

dary

or

post

seco

ndar

y sc

hool

s.•

Volu

ntee

ring

in s

ocia

l or

gani

zatio

ns.

• W

ork-

base

d an

d/or

wor

k-si

te le

arni

ng.

• Jo

b sh

adow

ing.

• Ca

reer

and

tech

nolo

gy

lear

ner o

rgan

izat

ions

(i.

e., F

CCLA

).•

Care

erTe

ch c

ours

es.

• D

irect

app

licat

ion

to e

m-

ploy

ers.

• Co

nsul

ting

colle

ge

pl

acem

ent o

ffice

s.•

Taki

ng c

ivil

serv

ice

exam

s.•

Cons

ultin

g st

ate

em

ploy

men

t offi

ces.

• Co

nsul

ting

prof

essi

onal

jo

urna

ls a

nd a

ssoc

iatio

ns.

• O

nlin

e jo

b pl

acem

ent s

ites.

For M

ore

Sour

ces

of In

form

atio

n:

Publ

ic li

brar

y, s

choo

l car

eer c

ente

r, O

klah

oma

Care

er In

form

atio

n Sy

stem

(ww

w.o

kcar

eert

ech.

org/

guid

ance

/OKC

IS.h

tm),

Occ

upat

iona

l Out

look

H

andb

ook

(ww

w.b

ls.g

ov/o

co/)

, Occ

upat

iona

l Out

look

Qua

rter

ly (w

ww

.bls

.gov

/opu

b/oo

q/oo

qhom

e.ht

m),

Car

eer G

uide

to In

dust

ries

(w

ww

.bls

.gov

/oco

/cg/

hom

e.ht

m),

O*N

ET O

ccup

atio

nal I

nfor

mat

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Net

wor

k (h

ttp://

onlin

e.on

etce

nter

.org

), C

aree

r Clu

ster

s (w

ww

.car

eerc

lust

ers.

org)

or

(ww

w.o

kcar

eert

ech.

org/

iis/c

lust

eric

ons/

care

ercl

uste

rs.h

tm),

or s

peci

fic s

ourc

es fo

r thi

s cl

uste

r.

Wor

ld o

f Wor

k M

ap R

egio

ns:

1, 2

, 10,

and

12

This is a sample of the Requirements and More Sources of Information located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Requirements and More Sources of Information.’’

This is a sample of the Cluster Workforce Statistics located athttp://www.okcareertech.org/okcareerclusters/human.htm Scroll to the bottom of the page. Click on “Cluster Icon.’’ Choose a pathway.

Okl

aho

ma

Hu

man

Ser

vice

s C

aree

r C

lust

erC

ou

nse

ling

an

d M

enta

l Hea

lth

Ser

vice

s P

ath

way

Wo

rkfo

rce

Sta

tist

ics

Indu

stri

al-O

rgan

izat

iona

l Psy

chol

ogis

tSo

ciol

ogis

tM

arri

age

and

Fam

ily T

hera

pist

: M

arria

ge, C

hild

an

d Fa

mily

Cou

nsel

orCl

inic

al, C

ouns

elin

g, a

nd S

choo

l Psy

chol

ogis

tEd

ucat

iona

l, V

ocat

iona

l, a

nd S

choo

l Cou

nsel

orM

enta

l Hea

lth C

ouns

elor

Subs

tanc

e Ab

use

and

Beha

vior

al D

isor

der

Coun

selo

rR

ehab

ilita

tion

Coun

selo

r/R

esid

entia

l Cou

nsel

or

Die

titia

ns a

nd N

utri

tioni

sts:

Nut

ritio

nal

Coun

selo

r

Cou

nse

lin

g an

d M

enta

l H

ealt

h S

ervi

ces

Unl

ess

othe

rwis

e in

dica

ted,

all

sala

ry a

nd e

mpl

oym

ent o

utlo

ok d

ata

is fr

om O

*Net

Onl

ine,

http

://on

line.

onet

cent

er.o

rg.

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Nat

iona

l Wag

e D

ata,

O*N

et O

nlin

e, h

ttp://

onlin

e.on

etce

nter

.org

, and

Am

eric

a’s

Car

eer

Info

net,

http

://w

ww

.aci

net.o

rg/.

Gra

duat

e De

gree

sCo

llege

/Uni

vers

ities

Bach

elor

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egre

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llege

s/Un

iver

sitie

s

Aver

age

grow

th (1

0-20

%) -

*ASl

ower

than

ave

rage

(0-9

%) -

*A+3

2% F

aste

r tha

n av

eage

+27%

Fas

ter t

han

aver

age

+13%

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rage

gro

wth

+27%

Fas

ter t

han

aver

age

+16%

Ave

rage

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+32%

Fas

ter t

han

aver

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Per

cen

t C

han

ge a

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Em

plo

ymen

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rosp

ects

$74,

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($35

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6,79

0 ($

27.3

0/hr

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$44,

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($21

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$40,

300

($19

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hr.)

$28,

900

($13

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hr.)

$17,

600

($8.

45/h

r.)

$37,

700

($18

.14/

hr.)

Ok

lah

oma

Med

ian

Sal

ary

Plan

ning

, man

agin

g, a

nd p

erfo

rmin

g th

e pr

oces

sing

of m

ater

ials

into

inte

rmed

iate

or fi

nal p

rodu

cts

and

rela

ted

prof

essi

onal

and

tech

nica

l sup

port

activ

ities

suc

h as

pro

duct

ion

plan

ning

and

con

trol,

mai

nten

ance

, and

man

ufac

turin

g/pr

oces

s en

gine

erin

g.

Educ

atio

n Ne

eded

for C

aree

r❖

H

igh

Scho

ol –

com

plet

ed h

igh

scho

ol, h

igh

scho

ol w

ith c

aree

r and

tech

nolo

gy tr

aini

ng,

G

ED, o

n-th

e-jo

b tra

inin

g, o

r app

rent

ices

hip

❏

Juni

or C

olle

ge –

com

plet

ed ju

nior

/com

mun

ity c

olle

ge, p

osts

econ

dary

tech

nica

l, or

car

eer

an

d te

chno

logy

trai

ning

✛

Bacc

alau

reat

e D

egre

e –

com

plet

ed fo

ur-y

ear d

egre

e or

mor

e


Clus

ter K

now

ledg

e an

d Sk

ills

• Aca

dem

ic F

ound

atio

ns

• Inf

orm

atio

n Te

chno

logy

• S

afet

y, H

ealth

, and

Env

ironm

ent

• Com

mun

icat

ions

• L

eade

rshi

p an

d Te

amw

ork

• Sys

tem

s • E

mpl

oyab

ility

and

Car

eer D

evel

opm

ent

• Pro

blem

Sol

ving

and

Crit

ical

Thi

nkin

g • T

echn

ical

Ski

lls

• Eth

ics

and

Lega

l Res

pons

ibilit

ies

As

sem

bler

s

Auto

mat

ed M

anuf

actu

ring

T

echn

icia

ns

❖ B

ookb

inde

rs

C

alib

ratio

n Te

chni

cian

s

Elec

trica

l Ins

talle

rs a

nd R

epai

rers

Elec

trom

echa

nica

l Equ

ipm

ent

A

ssem

bler

s

Extru

ding

and

Dra

win

g M

achi

ne

Set

ters

/Set

-Up

Ope

rato

rs

Extru

sion

Mac

hine

Ope

rato

rs

Fo

undr

y W

orke

rs

G

rindi

ng, L

appi

ng, a

nd B

uffin

g

Mac

hine

Ope

rato

rs

❖ H

and

Pack

ers

and

Pack

ager

s

Hoi

st a

nd W

inch

Ope

rato

rs

In

stru

men

t Mak

ers

La

rge

Prin

ting

Pres

s M

achi

ne

Set

ters

and

Set

-Up

Ope

rato

rs

M

achi

ne O

pera

tors

Man

ager

s, S

uper

viso

rs

M

edic

al A

pplia

nce

Mak

ers

M

illing

Mac

hine

Set

ters

, Set

-Up

O

pera

tors

Millw

right

s

Ope

rato

rs, T

ende

rs,C

utte

rs/

B

raze

rs, S

olde

ring,

Mac

hine

Ope

ratio

ns

❖ P

aint

ers

Pa

ttern

& M

odel

Mak

ers

Pr

ecis

ion

Layo

ut W

orke

rs

Pr

ecis

ion

Opt

ical

Goo

ds W

orke

rs

Pr

oduc

tion

Asso

ciat

es

❖ S

heet

Met

al W

orke

rs

❖ S

olde

rers

and

Bra

zers

❖

Tool

and

Die

Mak

ers

❏ W

elde

rs

✛ D

esig

n En

gine

ers

El

ectri

cal a

nd E

lect

roni

c

Tec

hnic

ians

and

Tec

hnol

ogis

ts

✛ E

lect

roni

cs E

ngin

eers

Engi

neer

ing

and

Rel

ated

Tec

hnic

ians

and

Tec

hnol

ogis

ts

❏ E

ngin

eerin

g Te

chni

cian

s ✛

Indu

stria

l Eng

inee

rs

La

bor R

elat

ions

Man

ager

s

Man

ufac

turin

g En

gine

ers

M

anuf

actu

ring

Tech

nici

ans

Po

wer

Gen

erat

ing

and

Rea

ctor

P

lant

Ope

rato

rs

Pr

ecis

ion

Insp

ecto

rs, T

este

rs,

a

nd G

rade

rs

Pr

oces

s Im

prov

emen

t

Tec

hnic

ians

Prod

uctio

n M

anag

ers

❏ P

urch

asin

g Ag

ents

Su

perv

isor

s

Bi

omed

ical

Equ

ipm

ent

T

echn

icia

ns

❖ B

oile

rmak

ers

C

omm

unic

atio

n Sy

stem

I

nsta

llers

/Rep

aire

rs

C

ompu

ter I

nsta

llers

/Rep

aire

rs

❏ C

ompu

ter M

aint

enan

ce

Tec

hnic

ians

Elec

trica

l Equ

ipm

ent I

nsta

llers

/

Rep

aire

rs

Fa

cilit

y El

ectri

cian

s ❖

Indu

stria

l Ele

ctro

nic

I

nsta

llers

/Rep

aire

rs

In

dust

rial F

acilit

ies

Man

ager

s ❏

Indu

stria

l Mac

hine

ry

M

echa

nics

Indu

stria

l Mai

nten

ance

Ele

ctric

ians

Indu

stria

l Mai

nten

ance

Mec

hani

cs

In

dust

rial M

aint

enan

ce

T

echn

icia

ns

In

stru

men

t Cal

ibra

tion

and

R

epai

rers

Inst

rum

ent C

ontro

l

Tec

hnic

ians

Job/

Fixt

ure

Des

igne

rs

La

ser S

yste

ms

Tech

nici

ans

❏ M

aint

enan

ce R

epai

rers

Maj

or A

pplia

nce

Rep

aire

rs

M

eter

Inst

alle

rs/R

epai

rers

❏

Millw

right

s ❏

Plu

mbe

rs, P

ipe

Fitte

rs a

nd

Ste

am F

itter

s ❏

Sec

urity

Sys

tem

Inst

alle

rs/

R

epai

rers

✛ C

alibr

ation

Tech

nician

s ❏

Insp

ecto

rs

La

b Te

chnic

ians

Pr

oces

s Con

trol T

echn

ician

s

Qua

lity C

ontro

l Tec

hnici

ans

Q

uality

Eng

ineer

s

SPC

Coor

dinat

ors

C

omm

unic

atio

ns,

T

rans

porta

tion

and

Util

ities

M

anag

ers

❏ D

ispa

tche

rs

❖ F

reig

ht, S

tock

, and

Mat

eria

l

Mov

ers

In

dust

rial T

ruck

and

Tra

ctor

O

pera

tors

✛

Log

istic

al E

ngin

eers

Logi

stic

ians

Mat

eria

l Ass

ocia

tes

M

ater

ial H

andl

ers

M

ater

ial M

over

s

Proc

ess

Impr

ovem

ent

T

echn

icia

ns

Q

ualit

y C

ontro

l Tec

hnic

ians

❖

Tra

ffic

Man

ager

s ❖

Tra

ffic,

Shi

ppin

g, a

nd

R

ecei

ving

Cle

rks

✛ E

nviro

nmen

tal E

ngin

eers

Envi

ronm

enta

l Spe

cial

ists

Hea

lth a

nd S

afet

y

Rep

rese

ntat

ives

Safe

ty C

oord

inat

ors

✛ S

afet

y En

gine

ers

Sa

fety

Tea

m L

eade

rs

Sa

fety

Tec

hnic

ians

Prod

uctio

nM

anuf

actu

ring

Prod

uctio

n Pr

oces

sDe

velo

pmen

t

Mai

nten

ance

,In

stal

latio

n &

Repa

ir Q

ualit

y As

sura

nce

Logi

stic

s &

Inve

ntor

yCo

ntro

lHe

alth

, Saf

ety

and

Envi

ronm

enta

lAs

sura

nce


Okl

aho

ma

Man

ufa

ctu

rin

g C

aree

r C

lust

er

Req

uir

emen

ts m

ay in

clu

de

but

are

no

t lim

ited

to

th

e fo

llow

ing

:

You

shou

ld li

ke:

You

shou

ld b

e ab

le to

:Po

ssib

le p

hysi

cal a

bilit

ies:

Opp

ortu

nitie

s fo

r exp

erie

nce:

Met

hods

of e

ntry

:

• D

oing

rout

ine,

org

aniz

ed,

accu

rate

wor

k.•

Wor

king

with

thin

gs a

nd

obje

cts.

• U

sing

mac

hine

s, s

peci

al

proc

esse

s, a

nd

te

chni

ques

.•

Wor

king

with

you

r han

ds

to a

ssem

ble

or p

rodu

ce

thin

gs.

• Ac

tiviti

es o

f a s

cien

tific

and

tech

nica

l nat

ure.

• Ac

tiviti

es p

rodu

cing

tan-

gibl

e re

sults

.

• M

ake

deci

sion

s us

ing

mea

sura

ble

data

, fac

ts,

and

expe

rienc

e.•

Wor

k ac

cura

tely

with

de

taile

d in

stru

ctio

ns.

• Vi

sual

ize

obje

cts

in th

ree-

dim

ensi

onal

form

; see

de

tail

and

reco

gniz

e sl

ight

di

ffere

nces

.•

Perf

orm

a v

arie

ty o

f dut

ies

that

cha

nge

freq

uent

ly.

• Pl

an a

nd d

irect

an

entir

e ac

tivity

.•

Appl

y m

ath

to p

robl

ems

accu

rate

ly.

• U

nder

stan

d an

d ap

ply

prin

cipl

es o

f ele

ctric

ity a

nd

elec

tron

ics.

• Se

e w

ell,

eith

er n

atur

ally

or

with

cor

rect

ion.

• R

each

, han

dle,

and

gra

sp

obje

cts

and

mat

eria

ls.

• St

oop,

kne

el, c

rouc

h, a

nd

craw

l.•

Poss

ess

good

eye

-han

d co

ordi

natio

n an

d fin

ger

dext

erity

.•

Clim

b an

d m

aint

ain

bal-

ance

.•

Lift,

car

ry, a

nd s

tand

.•

Tole

rate

noi

se a

nd o

dors

.•

Spea

k cl

early

.

• Ca

reer

Tech

cou

rses

.•

Sum

mer

or p

art-

time

empl

oym

ent.

• Ap

pren

tices

hip

prog

ram

s.•

Mili

tary

ser

vice

.•

Care

er a

nd te

chno

logy

st

uden

t org

aniz

atio

ns.

• W

ork-

base

d an

d/or

wor

k-si

te le

arni

ng.

• Jo

b sh

adow

ing.

• D

irect

app

licat

ion

to e

m-

ploy

ers.

• Co

nsul

ting

new

spap

er

wan

t ads

.•

Cons

ultin

g sc

hool

pl

acem

ent o

ffice

s.•

Dire

ct a

pplic

atio

n to

labo

r un

ions

.•

Cons

ultin

g st

ate

em

ploy

men

t offi

ces.

• O

nlin

e jo

b pl

acem

ent s

ites.

For M

ore

Sour

ces

of In

form

atio

n:

Publ

ic li

brar

y, s

choo

l car

eer c

ente

r, O

klah

oma

Care

er In

form

atio

n Sy

stem

(ww

w.o

kcar

eert

ech.

org/

guid

ance

/OKC

IS.h

tm),

Occ

upat

iona

l Out

look

H

andb

ook

(ww

w.b

ls.g

ov/o

co/)

, Occ

upat

iona

l Out

look

Qua

rter

ly (w

ww

.bls

.gov

/opu

b/oo

q/oo

qhom

e.ht

m),

Car

eer G

uide

to In

dust

ries

(w

ww

.bls

.gov

/oco

/cg/

hom

e.ht

m),

O*N

ET O

ccup

atio

nal I

nfor

mat

ion

Net

wor

k (h

ttp://

onlin

e.on

etce

nter

.org

), C

aree

r Clu

ster

s (w

ww

.car

eerc

lust

ers.

org)

or

(ww

w.o

kcar

eert

ech.

org/

iis/c

lust

eric

ons/

care

ercl

uste

rs.h

tm),

or s

peci

fic s

ourc

es fo

r thi

s cl

uste

r.

Wor

ld o

f Wor

k M

ap R

egio

ns:

7 an

d 8


This is a sample of the Cluster Workforce Statistics located athttp://www.okcareertech.org/okcareerclusters/mfg.htm Scroll to the bottom of the page. Click on “Cluster Icon.’’ Choose a pathway.

Okl

aho

ma

Man

ufa

ctu

rin

g C

aree

r C

lust

erH

ealt

h, S

afet

y, a

nd

Env

iro

nm

enta

l Ass

ura

nce

Pat

hw

ayW

ork

forc

e S

tati

stic

sEn

viro

nmen

tal E

ngin

eers

Envi

ronm

enta

l Sci

entis

ts a

nd S

peci

alis

ts,

Incl

udin

g H

ealth

Occ

upat

iona

l Hea

lth a

nd S

afet

y Sp

ecia

lists

: H

ealth

and

Saf

ety

Rep

rese

ntat

ives

/Saf

ety

Coor

dina

tors

Occ

upat

iona

l Hea

lth a

nd S

afet

y Te

chni

cian

s:

Safe

ty T

echn

icia

ns/S

afet

y Te

am L

eade

rsH

ealth

and

Saf

ety

Engi

neer

s, E

xcep

t Min

ing

Safe

ty E

ngin

eers

and

Insp

ecto

rs

Envi

ronm

enta

l Sci

ence

and

Pro

tect

ion

Tech

nici

ans,

Incl

udin

g H

ealth

Envi

ronm

enta

l Eng

inee

ring

Tec

hnic

ians

Com

plia

nce

Offi

cers

, Exc

ept A

gric

ultu

re,

Cons

truc

tion,

Hea

lth a

nd S

afet

y, a

nd

Tran

spor

tatio

n: E

nviro

nmen

tal C

ompl

ianc

e In

spec

tors

Hea

lth

, Saf

ety

and

En

viro

nm

enta

lA

ssu

ran

ce

Unl

ess

othe

rwis

e in

dica

ted,

all

sala

ry a

nd e

mpl

oym

ent o

utlo

ok d

ata

is fr

om O

*Net

Onl

ine,

http

://on

line.

onet

cent

er.o

rg,

*A –

Nat

iona

l Wag

e D

ata,

O*N

et O

nlin

e, h

ttp://

onlin

e.on

etce

nter

.org

, and

Am

eric

a’s

Car

eer

Info

net,

http

://w

ww

.aci

net.o

rg/.

Bach

elor

’s D

egre

esCo

llege

/Uni

vers

ities

Asso

ciat

e De

gree

s2-

Year

Col

lege

s/Te

ch C

ntrs

+31%

Fas

ter t

han

avea

ge+3

7% M

uch

fast

er th

an a

vera

ge

+14%

Ave

rage

gro

wth

+14%

Ave

rage

gro

wth

+11%

Ave

rage

gro

wth

+31%

Fas

ter t

han

aver

age

+29%

Fas

ter t

han

aver

age

+16%

Ave

rage

gro

wth

Per

cen

t C

han

ge a

nd

Em

plo

ymen

t P

rosp

ects

$52,

100

($25

.04/

hr.)

$52,

000

($24

.98/

hr.)-*

A

$48,

500

($23

.32/

hr.)

$34,

900

($16

.76/

hr.)

$44,

600

($21

.43/

hr.)

$33,

700

($16

.20/

hr.)

$38,

900

($18

.69/

hr.)

$37,

700

($18

.11/

hr.)

Ok

lah

oma

Med

ian

Sal

ary

Certi

ficat

ions

2-Ye

ar C

olle

ges/

Tech

Cnt

rs

Plan

ning

, man

agin

g, a

nd p

erfo

rmin

g m

arke

ting

activ

ities

to re

ach

orga

niza

tiona

l obj

ectiv

es.

Educ

atio

n Ne

eded

for C

aree

r❖

H

igh

Scho

ol –

com

plet

ed h

igh

scho

ol, h

igh

scho

ol w

ith c

aree

r and

tech

nolo

gy tr

aini

ng,

G

ED, o

n-th

e-jo

b tra

inin

g, o

r app

rent

ices

hip

❏

Juni

or C

olle

ge –

com

plet

ed ju

nior

/com

mun

ity c

olle

ge, p

osts

econ

dary

tech

nica

l, or

car

eer

an

d te

chno

logy

trai

ning

✛

Bacc

alau

reat

e D

egre

e –

com

plet

ed fo

ur-y

ear d

egre

e or

mor

e


Clus

ter K

now

ledg

e an

d Sk

ills

• Aca

dem

ic F

ound

atio

ns

• Inf

orm

atio

n Te

chno

logy

App

licat

ions

• S

afet

y, H

ealth

, and

Env

ironm

ent

• Com

mun

icat

ions

• L

eade

rshi

p an

d Te

amw

ork

• Sys

tem

s • E

mpl

oyab

ility

and

Car

eer D

evel

opm

ent

• Pro

blem

Sol

ving

and

Crit

ical

Thi

nkin

g • T

echn

ical

Ski

lls

• Eth

ics

and

Lega

l Res

pons

ibilit

ies

Ad

min

istra

tive

S

uppo

rt

Rep

rese

ntat

ives

(e.g

.,

hum

an re

sour

ces,

cle

rical

, fina

nce,

tec

hnic

al)

C

hief

Exe

cutiv

e

Offi

cers

C

usto

mer

Ser

vice

Rep

rese

ntat

ives

En

trepr

eneu

rs

Fran

chis

ees

In

depe

nden

t X’s

(

e.g.

, dis

tribu

tor)

O

wne

rs

Partn

ers

Pr

esid

ents

Pr

inci

pals

Pr

oprie

tors

Sm

all B

usin

ess

O

wne

rs

Ac

coun

t Exe

cutiv

es

Adm

inis

trativ

e Su

ppor

t

Rep

rese

ntat

ives

(e.g

., hu

man

r

esou

rces

, cle

rical

, fina

nce,

t

echn

ical

)

Agen

ts✛

Bro

kers

Bu

sine

ss D

evel

opm

ent

M

anag

ers

C

hann

el S

ales

Man

ager

s

Clie

nt R

elat

ions

hip

Man

ager

s

Cus

tom

er S

ervi

ce

R

epre

sent

ativ

es

Fiel

d M

arke

ting

R

epre

sent

ativ

es

Fiel

d R

epre

sent

ativ

es

Inbo

und

Cal

l Man

ager

s

Indu

stria

l Sal

es

R

epre

sent

ativ

es

Key

Acco

unt M

anag

ers

❏ M

anuf

actu

rer’s

Rep

rese

ntat

ives

N

atio

nal A

ccou

nt M

anag

ers

O

utsi

de S

ales

Rep

rese

ntat

ives

R

egio

nal S

ales

Man

ager

s

Ret

ail S

ales

Spe

cial

ists

(big

t

icke

t)✛

Sal

es E

ngin

eers

Sa

les

Exec

utiv

es

Sale

s/M

arke

ting

Asso

ciat

es❖

Sal

espe

rson

s

Solu

tions

Adv

isor

s✛

Tec

hnic

al S

ales

Spe

cial

ists

❖ T

elem

arke

ters

Te

rrito

ry R

epre

sent

ativ

es /

M

anag

ers

Ad

min

istra

tive

Supp

ort

R

epre

sent

ativ

es (e

.g,

h

uman

reso

urce

s,

c

leric

al, fi

nanc

e,

t

echn

ical

)❖

Cle

rks

(e.g

., st

ock,

rec

eivi

ng, e

tc.)

C

usto

mer

Ser

vice

Rep

rese

ntat

ives

D

epar

tmen

t Man

ager

s❏

Mer

chan

dise

Buy

ers

❖ M

erch

andi

se D

ispl

ay

Wor

kers

❖ M

erch

andi

sing

Man

ager

s

Ope

ratio

ns M

anag

ers

R

etai

l Mar

ketin

g

Coo

rdin

ator

s

Sale

s As

soci

ates

❏ S

ales

Man

ager

s❏

Sto

re M

anag

ers

Vi

sual

Mer

chan

dise

Man

ager

s❏

Who

lesa

le a

nd

R

etai

l Buy

ers

Ac

coun

t Exe

cutiv

es

Acco

unt S

uper

viso

rs

Adm

inis

trativ

e Su

ppor

t

Rep

rese

ntat

ives

(e.g

.,

hum

an re

sour

ces,

cle

rical

,

fina

nce,

tech

nica

l)✛

Adv

ertis

ing

Man

ager

s

Anal

ysts

✛ A

rt/G

raph

ics

Dire

ctor

s

Circ

ulat

ion

Man

ager

s

Con

tract

Adm

inis

trato

rs

Co-

op M

anag

ers

✛ C

opyw

riter

s

Cre

ativ

e D

irect

ors

C

usto

mer

Ser

vice

Rep

rese

ntat

ives

In

tera

ctiv

e M

edia

Spe

cial

ists

M

arke

ting

Asso

ciat

es

Med

ia B

uyer

s/Pl

anne

rs❖

Mer

chan

dise

Dis

play

W

orke

rs

Prom

otio

ns M

anag

ers

Pu

blic

Info

rmat

ion

D

irect

ors

✛ P

ublic

Rel

atio

ns

M

anag

ers

R

esea

rch

Assi

stan

ts

Res

earc

h Sp

ecia

lists

Sa

les

Prom

otio

n

Man

ager

s❏

Sal

es R

epre

sent

ativ

es

Trad

e Sh

ow M

anag

ers

(R

esea

rch)

Pro

ject

Man

ager

s

Adm

inis

trativ

e Su

ppor

t

Rep

rese

ntat

ives

(e.g

.,

hum

an re

sour

ces,

cle

rical

, fina

nce,

tec

hnic

al)

An

alys

ts

Bran

d M

anag

ers

C

RM

Man

ager

s

Cus

tom

er S

atis

fact

ion

M

anag

ers

❖ C

usto

mer

Ser

vice

Rep

rese

ntat

ives

✛ D

atab

ase

Anal

ysts

D

atab

ase

Man

ager

s

Dire

ctor

s of

Mar

ket

D

evel

opm

ent

✛ F

orec

astin

g M

anag

ers

Fr

eque

ncy

Mar

ketin

g

Spe

cial

ists

In

terv

iew

ers

Kn

owle

dge

Man

agem

ent

S

peci

alis

ts

Mar

ketin

g Se

rvic

es

M

anag

ers

Pl

anni

ng A

naly

sts

Pr

oduc

t Pla

nner

s

Res

earc

h As

soci

ates

R

esea

rch

Spec

ialis

ts /

M

anag

ers

St

rate

gic

Plan

ners

,

Mar

ketin

g

Ad

min

istra

tive

Supp

ort

R

epre

sent

ativ

es (e

.g.,

h

uman

reso

urce

s,

c

leric

al, fi

nanc

e,

t

echn

ical

)

Cus

tom

er S

ervi

ce

R

epre

sent

ativ

es❏

Dis

tribu

tion

Coo

rdin

ator

s

Inve

ntor

y M

anag

ers

/

Ana

lyst

s

Logi

stic

s An

alys

ts/

E

ngin

eers

Lo

gist

ics

Man

ager

s

Mat

eria

ls M

anag

ers

Sh

ippi

ng /

Rec

eivi

ng

Adm

inis

trato

rs❖

Shi

ppin

g / R

ecei

ving

C

lerk

s

Traf

fic M

anag

ers

Tr

ansp

orta

tion

Man

ager

s❖

War

ehou

se M

anag

ers

Ac

coun

t Sup

ervi

sors

Ad

min

istra

tive

Supp

ort

R

epre

sent

ativ

es (e

.g.,

h

uman

reso

urce

s, c

leric

al,

fi

nanc

e, te

chni

cal)

Br

and

Man

ager

s

Cop

ywrit

ers-

Des

igne

rs

Cus

tom

er S

ervi

ce

R

epre

sent

ativ

es

Cus

tom

er S

uppo

rt

Spe

cial

ists

E-

Com

mer

ce D

irect

ors

E-

Mer

chan

disi

ng

M

anag

ers

Fo

rum

Man

ager

s

Fulfi

llmen

t Man

ager

s

Inte

ract

ive

Med

ia

S

peci

alis

ts

Inte

rnet

Pro

ject

Dire

ctor

s

Inte

rnet

Sal

es E

ngin

eers

O

n-Li

ne M

arke

t

Res

earc

hers

❏ S

ite A

rchi

tect

s

Use

r Int

erfa

ce D

esig

ners

❏ W

eb D

esig

ners

W

eb M

aste

rs

Web

Site

Pro

ject

Man

ager

s

Man

agem

ent a

ndEn

trepr

eneu

rshi

pPr

ofes

sion

al S

ales

and

Mar

ketin

g

Buyi

ng a

ndM

erch

andi

sing

Mar

ketin

gCo

mm

unic

atio

nsan

d Pr

omot

ion

Mar

ketin

g In

form

atio

nM

anag

emen

t and

Rese

arch

Dist

ribut

ion

and

Logi

stic

s

E-M

arke

ting


Okl

aho

ma

Mar

keti

ng

, Sal

es a

nd

Ser

vice

Car

eer

Clu

ster

Req

uir

emen

ts m

ay in

clu

de

but

are

no

t lim

ited

to

th

e fo

llow

ing

:

You

shou

ld li

ke:

You

shou

ld b

e ab

le to

:Po

ssib

le p

hysi

cal a

bilit

ies:

Opp

ortu

nitie

s fo

r exp

erie

nce:

Met

hods

of e

ntry

:

• Co

mm

unic

atin

g

info

rmat

ion

to o

ther

s.•

Activ

ities

whi

ch in

volv

e bu

sine

ss c

onta

ct w

ith

peop

le.

• Pe

rsua

ding

peo

ple

to b

uy.

• D

aily

con

tact

with

the

publ

ic.

• In

fluen

ce p

eopl

e’s

op

inio

ns o

r jud

gmen

ts.

• W

ork

unde

r pre

ssur

e.•

Perf

orm

a v

arie

ty o

f dut

ies

that

may

cha

nge

fr

eque

ntly

.•

Get

alo

ng w

ith p

eopl

e of

al

l typ

es.

• M

ake

accu

rate

mat

hem

atic

al c

alcu

latio

ns.

• M

ake

deci

sion

s ba

sed

on

pers

onal

judg

men

t and

ve

rifiab

le in

form

atio

n.•

Be s

elf-

mot

ivat

ed.

• Se

e w

ell,

eith

er n

atur

ally

or

with

cor

rect

ion.

• H

ear w

ell,

eith

er n

atur

ally

or

with

cor

rect

ion.

• H

ave

clea

r spe

ech

and

lang

uage

.•

Mai

ntai

n go

od p

hysi

cal

and

men

tal h

ealth

.

• Su

mm

er o

r par

t-tim

e em

ploy

men

t.•

Co-o

p m

arke

ting

ed

ucat

ion

prog

ram

s in

hi

gh s

choo

ls, t

echn

olog

y ce

nter

s, o

r com

mun

ity

colle

ges.

• Ca

reer

and

tech

nolo

gy

stud

ent o

rgan

izat

ions

(i.e.

, DEC

A).

• W

ork-

base

d le

arni

ng a

nd/

or w

ork-

site

lear

ning

.•

Job

shad

owin

g.•

Care

erTe

ch c

ours

es.

• D

irect

app

licat

ion

to e

m-

ploy

ers.

• Co

nsul

ting

new

spap

er

ads.

• Co

nsul

ting

scho

ol

plac

emen

t offi

ces.

• Co

nsul

ting

prof

essi

onal

jo

urna

ls a

nd a

ssoc

iatio

ns.

• Pl

acem

ent t

hrou

gh m

ar-

ketin

g ed

ucat

ion

inte

rn-

ship

or c

o-op

pro

gram

.•

Onl

ine

job

plac

emen

t site

s.

For M

ore

Sour

ces

of In

form

atio

n:

Publ

ic li

brar

y, s

choo

l car

eer c

ente

r, O

klah

oma

Care

er In

form

atio

n Sy

stem

(ww

w.o

kcar

eert

ech.

org/

guid

ance

/OKC

IS.h

tm),

Occ

upat

iona

l Out

look

H

andb

ook

(ww

w.b

ls.g

ov/o

co/)

, Occ

upat

iona

l Out

look

Qua

rter

ly (w

ww

.bls

.gov

/opu

b/oo

q/oo

qhom

e.ht

m),

Car

eer G

uide

to In

dust

ries

(w

ww

.bls

.gov

/oco

/cg/

hom

e.ht

m),

O*N

ET O

ccup

atio

nal I

nfor

mat

ion

Net

wor

k (h

ttp://

onlin

e.on

etce

nter

.org

), C

aree

r Clu

ster

s (w

ww

.car

eerc

lust

ers.

org)

or

(ww

w.o

kcar

eert

ech.

org/

iis/c

lust

eric

ons/

care

ercl

uste

rs.h

tm),

or s

peci

fic s

ourc

es fo

r thi

s cl

uste

r.

Wor

ld o

f Wor

k M

ap R

egio

ns:

2


This is a sample of the Cluster Workforce Statistics located athttp://www.okcareertech.org/okcareerclusters/mark.htm Scroll to the bottom of the page. Click on “Cluster Icon.’’ Choose a pathway.

Okl

aho

ma

Mar

keti

ng

, Sal

es a

nd

Ser

vice

Car

eer

Clu

ster

Mar

keti

ng

Co

mm

un

icat

ion

s an

d P

rom

oti

on

Pat

hw

ayW

ork

forc

e S

tati

stic

s

Mar

ket R

esea

rch

Anal

ysts

: Res

earc

h Sp

ecia

lists

/R

esea

rch

Assi

stan

ts

Sale

s M

anag

ers:

Sal

es P

rom

otio

n M

anag

ers

Mar

ketin

g M

anag

ers:

Tra

de S

how

Man

ager

s/

Mar

ketin

g As

soci

ates

Gen

eral

and

Ope

ratio

ns M

anag

ers

Fina

ncia

l Man

ager

s: A

ccou

ntin

g M

anag

ers/

Acco

unts

Pa

yabl

e M

anag

ers,

Ass

ista

nt C

redi

t Man

ager

s/Bi

lling

Man

ager

s/Cr

edit

and

Colle

ctio

n M

anag

ers/

Ris

k M

anag

ers

Net

wor

k an

d Co

mpu

ter S

yste

ms

Adm

inis

trat

ors

Hum

an R

esou

rces

Man

ager

s, A

ll O

ther

Adve

rtis

ing

and

Prom

otio

ns M

anag

ers:

Acc

ount

Ex

ecut

ives

/Med

ia B

uyer

s/Pl

anne

rsPu

blic

Rel

atio

ns M

anag

ers

Adm

inis

trat

ive

Serv

ices

Man

ager

sFa

rm, R

anch

, and

Oth

er A

gric

ultu

ral M

anag

ers:

Co-o

p M

anag

ers

Mul

ti-M

edia

Art

ists

and

Ani

mat

ors:

Inte

ract

ive

Med

ia

Spec

ialis

tsAr

t Dir

ecto

rs: A

rt/G

raph

ics

Dir

ecto

rs/C

reat

ive

Dir

ecto

rsW

rite

rs a

nd A

utho

rs:

Copy

writ

ers

Publ

ic R

elat

ions

Spe

cial

ists

Gra

phic

Des

igne

rsAg

ents

and

Bus

ines

s M

anag

ers

of A

rtis

ts,

Perf

orm

ers,

and

Ath

lete

s

Sale

s R

epre

sent

ativ

es, W

hole

sale

and

M

anuf

actu

ring

, Tec

hnic

al a

nd S

cien

tific

Pro

duct

sSa

les

Rep

rese

ntat

ives

, Who

lesa

le a

nd

Man

ufac

turi

ng, E

xcep

t Tec

hnic

al a

nd S

cien

tific

Pr

oduc

tsFi

rst-

Line

Sup

ervi

sors

/Man

ager

s of

Offi

ce a

nd

Adm

inis

trat

ive

Supp

ort W

orke

rsAd

vert

isin

g Sa

les

Agen

ts:

Acco

unt S

uper

viso

rsFi

rst-

Line

Sup

ervi

sors

/Man

ager

s of

Ret

ail S

ales

W

orke

rs:

Circ

ulat

ion

Man

ager

s/Ac

coun

t Su

perv

isor

sCu

stom

er S

ervi

ce R

epre

sent

ativ

es

Mar

ket

ing

Com

mu

nic

atio

n a

nd

Pro

mot

ion

Pat

hw

ay

Unl

ess

othe

rwis

e in

dica

ted,

all

sala

ry a

nd e

mpl

oym

ent o

utlo

ok d

ata

is fr

om O

*Net

Onl

ine,

http

://on

line.

onet

cent

er.o

rg.

*A –

Nat

iona

l Wag

e D

ata,

O*N

et O

nlin

e, h

ttp://

onlin

e.on

etce

nter

.org

, and

Am

eric

a’s

Car

eer

Info

net,

http

://w

ww

.aci

net.o

rg/.

Gra

duat

e De

gree

sCo

llege

/Uni

vers

ities

Bach

elor

’s D

egre

esCo

llege

s/Un

iver

sitie

s

+16%

Ave

rage

gro

wth

+28%

Fas

ter t

han

aver

age

+19%

Ave

rage

gro

wth

+15%

Ave

rage

gro

wth

+16%

Ave

rage

gro

wth

+51%

Muc

h fa

ster

than

ave

rage

+20%

Ave

rage

gro

wth

+18%

Ave

rage

gro

wth

+19%

Ave

rage

gro

wth

+21%

Fas

ter t

han

aver

age

+35%

Fas

ter t

han

aver

age

+5%

Slo

wer

than

ave

rage

+10%

Ave

rage

gro

wth

+11%

Ave

rage

gro

wth

+31%

Fas

ter t

han

aver

age

+17%

Ave

rage

gro

wth

+12%

Ave

rage

gro

wth

*A

+21%

Fas

ter t

han

aver

age

+19%

Ave

rage

gro

wth

+5%

Slo

wer

than

ave

rage

+6%

Slo

wer

than

ave

rage

+8%

Slo

wer

than

ave

rage

+24%

Fas

ter t

han

aver

age

Per

cen

t C

han

ge a

nd

Em

plo

ymen

t P

rosp

ects

$43,

100

($20

.71/

hr.)

$62,

400

($30

.01/

hr.)

$66,

100

($31

.77/

hr.)

$59,

700

($28

.68/

hr.)

$61,

000

($29

.33/

hr.)

$50,

600

($24

.35/

hr.)

$56,

500

($27

.15/

hr.)

$51,

300

($24

.64/

hr.)

$51,

100

($24

.57/

hr.)

$43,

700

($21

.02/

hr.)

$42,

000

($20

.19/

hr.)

$40,

600

($19

.50/

hr.)

$45,

200

($21

.72/

hr.)

$38,

300

($18

.39/

hr.)

$37,

700

($18

.12/

hr.)

$31,

400

($15

.12/

hr.)

$30,

100

($14

.47/

hr.)

$42,

500

($20

.43/

hr.)

$40,

000

($19

.21/

hr.)

$41,

800

($20

.12/

hr.)

$35,

200

($16

.91/

hr.)

$28,

400

($13

.64/

hr.)

$22,

700

($10

.93/

hr.)

Ok

lah

oma

Med

ian

Sal

ary

Certi

ficat

ions

2-Ye

ar C

olle

ges/

Tech

Cnt

rs

Plan

ning

, man

agem

ent,

and

mov

emen

t of p

eopl

e, m

ater

ials

, and

goo

ds b

y ro

ad, p

ipel

ine,

air,

rail

and

wat

er a

nd re

late

d pr

ofes

sion

al a

nd te

chni

cal s

uppo

rt se

rvic

es s

uch

as tr

ansp

orta

tion

infra

stru

ctur

e pl

anni

ng a

nd m

anag

emen

t, lo

gist

ics

serv

ices

, mob

ile e

quip

men

t and

faci

lity

mai

nten

ance

.

Educ

atio

n Ne

eded

for C

aree

r❖

H

igh

Scho

ol –

com

plet

ed h

igh

scho

ol, h

igh

scho

ol w

ith c

aree

r and

tech

nolo

gy tr

aini

ng,

G

ED, o

n-th

e-jo

b tra

inin

g, o

r app

rent

ices

hip

❏

Juni

or C

olle

ge –

com

plet

ed ju

nior

/com

mun

ity c

olle

ge, p

osts

econ

dary

tech

nica

l, or

car

eer

an

d te

chno

logy

trai

ning

✛

Bacc

alau

reat

e D

egre

e –

com

plet

ed fo

ur-y

ear d

egre

e or

mor

e


Clus

ter K

now

ledg

e an

d Sk

ills

• Aca

dem

ic F

ound

atio

ns

• Inf

orm

atio

n Te

chno

logy

App

licat

ions

• S

afet

y, H

ealth

, and

Env

ironm

ent

• Com

mun

icat

ions

• L

eade

rshi

p an

d Te

amw

ork

• Sys

tem

s • E

mpl

oyab

ility

and

Car

eer D

evel

opm

ent

• Pro

blem

Sol

ving

and

Crit

ical

Thi

nkin

g • T

echn

ical

Ski

lls

• Eth

ics

and

Lega

l Res

pons

ibilit

ies

Air/S

pace

Tra

nspo

rtatio

n:

Tran

spor

tatio

n m

anag

ers–

air

Ai

r tra

ffic

cont

rolle

rs

Airc

raft

carg

o ha

ndlin

g

sup

ervi

sors

Ai

rfiel

d op

erat

ions

spe

cial

ists

Ai

rpla

ne p

ilots

/cop

ilots

✛C

omm

erci

al p

ilots

❏ D

ispa

tche

rs-a

ir ❏

Flig

ht a

ttend

ants

Fl

ight

eng

inee

rs

Traf

fic m

anag

ers

O

ther

airl

ines

ope

ratio

ns a

nd

sup

port

jobs

Rail

Tran

spor

tatio

n:

Tran

spor

tatio

n m

anag

ers–

rail

D

ispa

tche

rs-ra

il

Loco

mot

ive

engi

neer

s

Loco

mot

ive

firer

s

Rai

lroad

bra

ke, s

igna

l and

s

witc

h op

erat

ors

(incl

udin

g

tra

in c

rew

mem

bers

and

yar

d

wor

kers

)

Rai

lyar

d co

nduc

tors

and

yar

dmas

ters

R

aily

ard

engi

neer

s, d

inke

y

ope

rato

rs, a

nd h

ostle

rs

Traf

fic m

anag

ers

O

ther

raily

ard

and

term

inal

o

pera

tions

and

sup

port

jobs

Road

Tra

nspo

rtatio

n

Tran

spor

tatio

n m

anag

ers–

road

Bu

s dr

iver

s-sc

hool

❖ B

us d

river

s–tra

nsit

and

i

nter

city

D

ispa

tche

rs–T

ruck

/bus

/taxi

,

tra

ffic

man

ager

s

In

tern

atio

nal

l

ogis

tics

Lo

gist

icia

ns

Logi

stic

s

ana

lyst

s

Logi

stic

s

con

sulta

nts

Lo

gist

ics

e

ngin

eers

Lo

gist

ics

m

anag

ers

C

ar, t

ruck

and

shi

p

loa

ders

Firs

t-lin

e su

perv

isor

s/

man

ager

s of

hel

pers

Fi

rst-l

ine

supe

rvis

ors/

m

anag

ers

of

t

rans

porta

tion

and

m

ater

ial-m

ovin

g

mac

hine

and

v

ehic

le o

pera

tors

In

dust

rial a

nd

p

acka

ging

eng

inee

rs

Labo

rers

and

frei

ght,

s

tock

and

mat

eria

l m

over

s, h

and

❖ L

abor

ers,

and

mat

eria

l

mov

ers–

hand

O

ther

pac

kagi

ng/

p

acki

ng/m

ater

ial

h

andl

ing

and

m

ovin

g jo

bs❖

Pac

kers

and

pac

kage

rs–h

and

Pr

oduc

tion,

pla

nnin

g,

exp

editi

ng c

lerk

s

Stor

age

and

d

istrib

utio

n m

anag

ers

❖ T

raffi

c, s

hipp

ing

and

r

ecei

ving

cle

rks

W

areh

ouse

man

ager

s

Faci

lity:

❏ E

lect

rical

/ele

ctro

nic

t

echn

icia

ns

Faci

lity

mai

nten

ance

m

anag

ers

and

e

ngin

eers

In

dust

rial e

lect

ricia

ns

Indu

stria

l equ

ipm

ent

m

echa

nics

O

ther

faci

lity/

term

inal

m

aint

enan

ce jo

bsM

obile

Equ

ipm

ent:

Gen

eral

❏ E

lect

rical

and

ele

ctro

nic

inst

alle

rs

and

repa

irers

—

tra

nspo

rtatio

n

equ

ipm

ent

M

obile

equ

ipm

ent

m

aint

enan

ce

m

anag

ers

M

obile

hea

vy

equ

ipm

ent m

echa

nics

Air/S

pace

✛ A

eros

pace

eng

inee

ring

and

o

pera

tions

tech

nicia

ns

Airc

raft

body

and

b

onde

d st

ruct

ure

r

epai

rers

❏ A

ircra

ft en

gine

spe

cial

ists

Ai

rcra

ft m

echa

nics

a

nd s

ervi

ce

t

echn

icia

ns❏

Airf

ram

e m

echa

nics

❏ A

vion

ics

tech

nici

ans

Air/S

pace

Ai

r tra

ffic

cont

rolle

rs

Avia

tion

insp

ecto

rsG

ener

al—

Inte

rmod

al✛

Civ

il en

gine

ers

En

gine

erin

g te

chni

cian

s

Envi

ronm

enta

l

com

plia

nce

insp

ecto

rs

Gov

ernm

ent s

ervi

ce

exe

cutiv

es❏

Sur

veyi

ng a

nd m

appi

ng

t

echn

icia

ns✛

Urb

an a

nd re

gion

al

p

lann

ers

Rail

R

ailro

ad in

spec

tors

Road

Fr

eigh

t ins

pect

ors

M

otor

veh

icle

insp

ecto

rs

Traf

fic e

ngin

eers

✛ Tr

affic

tech

nici

ans

Tran

sit

Pu

blic

tran

spor

tatio

n

ins

pect

ors

Wat

er

Mar

ine

carg

o in

spec

tors

Ve

ssel

traf

fic c

ontro

l

spe

cial

ists

Oth

er

Insp

ecto

rs, R

egul

ator

s,

o

ther

fede

ral/s

tate

/loca

l

tra

nspo

rtatio

n ag

ency

job

s

Oth

er g

over

nmen

t

age

ncy

man

ager

s

C

argo

and

frei

ght

a

gent

s❖

Cas

hier

s, c

ount

er

and

rent

al c

lerk

s

Cus

tom

er o

rder

and

billi

ng c

lerk

s

Cus

tom

er s

ervi

ce

man

ager

s❖

Cus

tom

er s

ervi

ce

rep

rese

ntat

ives

M

arke

ting

m

anag

ers

❖ R

eser

vatio

n,

t

rave

l and

t

rans

porta

tion

a

gent

s/cl

erks

❏ S

ales

man

ager

s

Sale

s

rep

rese

ntat

ives

—

tra

nspo

rtatio

n/

log

istic

s se

rvic

es

Tran

spor

tatio

nO

pera

tions

Logi

stic

sPl

anni

ng a

ndM

anag

emen

tSe

rvic

es

War

ehou

sing

and

Dist

ribut

ion

Cent

erO

pera

tions

Faci

lity

and

Mob

ileEq

uipm

ent

Mai

nten

ance

Tran

spor

tatio

n Sy

stem

s/In

frast

ruct

ure

Plan

ning

, Man

agem

ent,

and

Regu

latio

n

Sale

s an

dSe

rvic

eHe

alth

, Saf

ety,

and

Envi

ronm

ent

Man

agem

ent

En

viro

nmen

tal

c

ompl

ianc

e

ins

pect

ors

En

viro

nmen

tal

m

anag

ers

and

e

ngin

eers

En

viro

nmen

tal

s

cien

ce a

nd

pro

tect

ion

t

echn

icia

ns

Envi

ronm

enta

l

sci

entis

ts a

nd

spe

cial

ists

H

ealth

and

saf

ety

man

ager

s

Indu

stria

l hea

lth

a

nd s

afet

y

eng

inee

rs

Safe

ty a

naly

sts

❖ T

axi d

river

s an

d ch

auffe

urs

Tr

uck

driv

ers-

heav

y❖

Tru

ck d

river

s—lig

ht o

r

del

iver

y se

rvic

es

Truc

k dr

iver

s-tra

ctor

-trai

ler

Tr

uck/

bus/

taxi

term

inal

ope

ratio

ns a

nd s

uppo

rt jo

bsTr

ansi

t Sys

tem

s:

Tr

ansp

orta

tion

man

ager

s–

mas

s tra

nsit

Bu

s dr

iver

s—tra

nsit

and

i

nter

city

D

ispa

tche

rs-b

us

Dis

patc

hers

-rail

Su

bway

and

stre

etca

r

ope

rato

rs

Traf

fic m

anag

ers

O

ther

term

inal

ope

ratio

ns a

nd

sup

port

jobs

Wat

er T

rans

porta

tion:

Tr

ansp

orta

tion

man

ager

s–wa

ter

Ab

le s

eam

en

Brid

ge a

nd lo

ck te

nder

s

Cap

tain

s

Dis

patc

hers

—w

ater

❏ M

ates

M

otor

boat

ope

rato

rs

Ord

inar

y se

amen

Pi

lots

of w

ater

ves

sels

Sa

ilors

and

mar

ine

oile

rs

Ship

and

boa

t cap

tain

s

Ship

eng

inee

rs

Traf

fic m

anag

ers

O

ther

por

t/har

bor/w

ater

way

/

mar

ina

oper

atio

ns a

nd

sup

port

jobs

Po

wer

pla

nt m

echa

nics

Rail

R

ail c

ar re

paire

rs

Rai

l loc

omot

ive

and

car

m

echa

nics

and

repa

irers

Si

gnal

and

trac

k sw

itch

r

epai

rers

Road

Au

tom

otiv

e bo

dy a

nd

rel

ated

repa

irers

Au

tom

otiv

e gl

ass

i

nsta

llers

and

repa

irers

Au

tom

otiv

e m

aste

r

mec

hani

cs❏

Aut

omot

ive

serv

ice

t

echn

icia

ns a

nd

mec

hani

cs

Auto

mot

ive

spec

ialty

t

echn

icia

ns

Auto

mot

ive/

truck

m

echa

nics

and

bod

y

rep

aire

rs

Bicy

cle

repa

irers

Bu

s an

d tru

ck

mec

hani

cs a

nd d

iese

l

eng

ine

spec

ialis

ts❏

Ele

ctro

nic

equi

pmen

t

ins

talle

rs a

nd

r

epai

rers

—m

otor

v

ehic

le

Mot

orcy

cle

mec

hani

cs❖

Tire

repa

irers

and

c

hang

ers

Wat

er❏

Mot

orbo

at m

echa

nics

Sh

ip m

echa

nics

and

r

epai

rers


Okl

aho

ma

Tran

spo

rtat

ion

, Dis

trib

uti

on

an

d L

og

isti

cs C

aree

r C

lust

er

Req

uir

emen

ts m

ay in

clu

de

but

are

no

t lim

ited

to

th

e fo

llow

ing

:

You

shou

ld li

ke:

You

shou

ld b

e ab

le to

:Po

ssib

le p

hysi

cal a

bilit

ies:

Opp

ortu

nitie

s fo

r exp

erie

nce:

Met

hods

of e

ntry

:

• W

orki

ng w

ith th

ings

and

ob

ject

s.•

Wor

king

with

pro

cess

es,

mac

hine

s, a

nd te

chni

ques

.•

Activ

ities

of a

sci

entifi

c an

d te

chni

cal n

atur

e.•

Hel

ping

and

wor

king

with

pe

ople

.•

Wor

king

that

requ

ires

prec

ise

resu

lts.

• W

orki

ng in

a v

arie

ty o

f se

tting

s.•

Wor

king

with

you

r han

ds.

• Co

mm

unic

ate

effe

ctiv

ely

and

unde

rsta

nd o

ral a

nd/

or w

ritte

n in

stru

ctio

ns.

• M

ake

judg

men

ts/d

ecis

ions

on

ver

ifiab

le fa

cts

and

expe

rienc

e.•

Perf

orm

a v

arie

ty o

f dut

ies

that

may

cha

nge

frequ

ently

.•

Use

logi

cal,

step

-by-

step

pr

oced

ures

.•

Wor

k w

ithin

pre

cise

lim

its

or s

tand

ards

of a

ccur

acy.

• Un

ders

tand

and

app

ly m

ath

to p

robl

ems

accu

rate

ly.•

Visu

alize

obj

ects

in th

ree

dim

ensi

ons

from

dra

win

gs.

• M

aint

ain

even

tem

pera

men

t and

emot

iona

l sta

bilit

y.

• H

ave

good

vis

ion,

eith

er

natu

rally

or w

ith

co

rrec

tion.

• Sp

eak

and

hear

wel

l, ei

ther

na

tura

lly o

r with

corr

ectio

n.•

Use

han

ds to

reac

h,

hand

le, a

nd fe

el o

bjec

ts

and

mat

eria

ls.

• Po

sses

s a

driv

er’s

lice

nse.

• Be

nd, s

toop

, kne

el,

crou

ch, a

nd c

raw

l.•

Poss

ess

good

eye

-han

d an

d fin

ger c

oord

inat

ion.

• Su

mm

er o

r par

t-tim

e em

ploy

men

t.•

Care

erTe

ch c

ours

es.

• Ca

reer

and

tech

nolo

gy

stud

ent o

rgan

izat

ions

.•

Part

icip

atio

n in

sci

ence

an

d te

chno

logy

clu

bs.

• W

ork-

base

d le

arni

ng.

• Jo

b sh

adow

ing.

• Tw

o-ye

ar o

r fou

r-ye

ar

degr

ee c

ours

es o

r

prog

ram

s.•

Mili

tary

ser

vice

.

• D

irect

app

licat

ion

to e

m-

ploy

ers.

• Co

nsul

ting

new

spap

er

ads.

• Co

nsul

ting

scho

ol

pl

acem

ent o

ffice

s.•

Cons

ultin

g st

ate

em

ploy

men

t offi

ces.

• Ta

king

civ

il se

rvic

e ex

ams.

• D

irect

app

licat

ion

to la

bor

unio

ns.

• O

nlin

e jo

b pl

acem

ent s

ites.

For M

ore

Sour

ces

of In

form

atio

n:

Publ

ic li

brar

y, s

choo

l car

eer c

ente

r, O

klah

oma

Care

er In

form

atio

n Sy

stem

(ww

w.o

kcar

eert

ech.

org/

guid

ance

/OKC

IS.h

tm),

Occ

upat

iona

l Out

look

H

andb

ook

(ww

w.b

ls.g

ov/o

co/)

, Occ

upat

iona

l Out

look

Qua

rter

ly (w

ww

.bls

.gov

/opu

b/oo

q/oo

qhom

e.ht

m),

Car

eer G

uide

to In

dust

ries

(w

ww

.bls

.gov

/oco

/cg/

hom

e.ht

m),

O*N

ET O

ccup

atio

nal I

nfor

mat

ion

Net

wor

k (h

ttp://

onlin

e.on

etce

nter

.org

), C

aree

r Clu

ster

s (w

ww

.car

eerc

lust

ers.

org)

or

(ww

w.o

kcar

eert

ech.

org/

iis/c

lust

eric

ons/

care

ercl

uste

rs.h

tm),

or s

peci

fic s

ourc

es fo

r thi

s cl

uste

r.

Wor

ld o

f Wor

k M

ap R

egio

ns:

5,6,

and

7


This is a sample of the National Cluster Workforce Statistics located athttp://www.okcareertech.org/okcareerclusters/trans.htm Scroll to the bottom of the page. Click on “Cluster Icon.’’ Choose a pathway.

Tran

spo

rtat

ion

, Dis

trib

uti

on

& L

og

isti

cs C

aree

r C

lust

erFa

cilit

y an

d M

ob

ile E

qu

ipm

ent

Mai

nte

nan

ce P

ath

way

Wo

rkfo

rce

Sta

tist

ics

Aero

spac

e En

gine

erin

g an

d O

pera

tions

Tec

hnic

ians

Elec

tric

al a

nd E

lect

roni

c En

gine

erin

g Te

chni

cian

sAd

min

istr

ativ

e Se

rvic

es M

anag

ers:

Fac

ility

M

aint

enan

ce M

anag

ers

and

Engi

neer

s/M

obile

Eq

uipm

ent M

aint

enan

ce M

anag

ers

Aero

spac

e En

gine

erin

g an

d O

pera

tions

Tec

hnic

ians

Elec

tric

al a

nd E

lect

roni

c En

gine

erin

g Te

chni

cian

s

Sign

al a

nd T

rack

Sw

itch

Rep

aire

rs

Rai

l Car

Rep

aire

rs

Elec

tric

al a

nd E

lect

roni

cs In

stal

lers

and

Rep

aire

rs,

Tran

spor

tatio

n Eq

uipm

ent

Airc

raft

Mec

hani

cs a

nd S

ervi

ce T

echn

icia

ns: A

irfra

me

Mec

hani

cs/P

ower

Pla

nt M

echa

nics

/Airc

raft

Engi

ne

Spec

ialis

ts/A

ircra

ft Bo

dy a

nd B

onde

d St

ruct

ure

Rep

aire

rsEl

ectr

icia

ns:

Indu

stria

l Ele

ctric

ians

Avio

nics

Tec

hnic

ians

Indu

stri

al M

achi

nery

Mec

hani

cs: I

ndus

tria

l Mac

hine

ry

Mec

hani

csBu

s an

d Tr

uck

Mec

hani

cs a

nd D

iese

l Eng

ine

Spec

ialis

ts:

Auto

mot

ive/

Truc

k M

echa

nics

and

Bo

dy R

epai

rers

/Rai

l Loc

omot

ive

and

Car M

echa

nics

an

d R

epai

rers

Auto

mot

ive

Body

and

Rel

ated

Rep

aire

rs:

Auto

mot

ive/

Truc

k M

echa

nics

and

Bod

y R

epai

rers

Mob

ile H

eavy

Equ

ipm

ent M

echa

nics

, Exc

ept E

ngin

esAu

tom

otiv

e G

lass

Inst

alle

rs a

nd R

epai

rers

: Au

tom

otiv

e/Tr

uck

Mec

hani

cs a

nd B

ody

Rep

aire

rsCa

rpen

ters

: Sh

ip M

echa

nics

and

Rep

aire

rsAu

tom

otiv

e Se

rvic

e Te

chni

cian

s an

d M

echa

nics

: Au

tom

otiv

e/Tr

uck

Mec

hani

cs a

nd B

ody

Rep

aire

rs/

Auto

mot

ive

Mas

ter M

echa

nics

/Aut

omot

ive

Spec

ialty

Tec

hnic

ians

Mot

orcy

cle

Mec

hani

csM

otor

boat

Mec

hani

csBi

cycl

e R

epai

rers

Tire

Rep

aire

rs a

nd C

hang

ers

Fac

ilit

y an

d M

obil

e E

qu

ipm

ent

Mai

nte

nan

ce P

ath

way

Unl

ess

othe

rwis

e in

dica

ted,

all

sala

ry a

nd e

mpl

oym

ent o

utlo

ok d

ata

is fr

om O

*Net

Onl

ine,

http

://on

line.

onet

cent

er.o

rg.

*A –

Nat

iona

l Wag

e D

ata,

O*N

et O

nlin

e, h

ttp://

onlin

e.on

etce

nter

.org

, and

Am

eric

a’s

Car

eer

Info

net,

http

://w

ww

.aci

net.o

rg/.

Bach

elor

’s D

egre

esCo

llege

/Uni

vers

ities

Asso

ciat

e De

gree

s2-

Year

Col

lege

s/Te

ch C

ntrs

+16%

Ave

rage

gro

wth

+7%

Slo

wer

than

ave

rage

+21%

Fas

ter t

han

aver

age

+16%

Ave

rage

gro

wth

+7%

Slo

wer

than

ave

rage

+2%

Slo

wer

than

ave

rage

*A

-1%

Neg

ativ

e gr

owth

*A

+9%

Slo

wer

than

ave

rage

+6%

Slo

wer

than

ave

rage

+20%

Ave

rage

gro

wth

+12%

Ave

rage

gro

wth

+13%

Ave

rage

gro

wth

+13%

Ave

rage

gro

wth

+11%

Ave

rage

gro

wth

+7%

Slo

wer

than

ave

rage

+18%

Ave

rage

gro

wth

+8%

Slo

wer

than

ave

rage

+1

2% A

vera

ge g

row

th

+14%

Ave

rage

gro

wth

+18%

Ave

rage

gro

wth

+11%

Ave

rage

gro

wth

*A

+6%

Slo

wer

than

ave

rage

Per

cen

t C

han

ge a

nd

Em

plo

ymen

t P

rosp

ects

$52,

400

($25

.18/

hr.)

$41,

500

($19

.97/

hr.)

$43,

700

($21

.02/

hr.)

$52,

400

($25

.18/

hr.)

$41,

500

($19

.97/

hr.)

$47,

100

($22

.64/

hr.)

*A

$45,

700

($21

.99/

hr.)

$32,

400

($15

.60/

hr.)

$43,

900

($21

.12/

hr.)

$38,

400

($18

.64/

hr.)

$49,

500

($23

.82/

hr.)

$34,

400

($16

.54/

hr.)

$30,

600

($14

.73/

hr.)

$29,

600

($14

.24/

hr.)

$31,

800

($15

.28/

hr.)

$28,

500

($13

.68/

hr.)

$28,

200

($13

.56/

hr.)

$26,

900

($12

.91/

hr.)

$25,

400

($12

.22/

hr.)

$28,

300

($13

.60/

hr.)

$20,

300

($9.

76/h

r.) *

A

$18,

500

($8.

90/h

r.)

Ok

lah

oma

Med

ian

Sal

ary

Certi

ficat

ions

2-Ye

ar C

olle

ges/

Tech

Cnt

rs



Career Games and Activities

Cluster RaceMake or use a commercially made game board. Prepare word cards with the 16 Career Clusters listed, one on each card. Place the cards face up so all the clusters can be seen. Name a cluster. If the first player can find the card with that word on it, he or she advances one space on the game board. Players take turns, and the first to reach the finish line is the winner.

Guess the ClusterDivide learners into small groups. Instruct them to organize themselves into “obvious” clusters, such as male/female or light hair/dark hair, etc.

Have each small group try to guess how the other groups clustered themselves. Explain that many occupations are like this — you can tell which cluster they belong to.

Vegetable Beef SoupDivide learners into groups of 4 or 5. Have learners decide which roles they will have: recorder, timekeeper, supply clerk, cheerleader.

Materials: chart paper, markers, vegetable beef soup can, and list of Career Clusters (refer to page 56).

Directions:• Divide the chart paper or chalk/white board

into two columns showing the headings: Careers and Career Clusters.

• Have the team brainstorm every occupation that is involved in producing and delivering that can of soup to the grocery and write it under the Careers column.

• List which Career Cluster goes with which occupation and write it under the Career Clusters column.

• Circle the cluster you see the most. What did your team find?

• Look to see which of the 16 Career Clusters are missing from your list. What did your team find?

• Send a spy to another team to borrow an occupation so you have all 16 Career Clusters.

• Questions to ask: Did you find that a part-time position or

something in your background helped you with this activity?

How well did your team work together? Would the type of soup make a difference with

the jobs? Provide an example.

Answer the QuestionWrite the name of the 16 Career Clusters on a piece of paper/poster board. Place the Career Clusters titles on the floor or tape them to the wall. Ask learners to walk to or stand by the cluster they believe answers the question. Career Clusters titles are located in this booklet on page 57. Sample questions may include: Which cluster offers the most job opportunities

in your community? Which cluster do you think you would rather

be in? What cluster would your hobby or volunteer

work fall into? Which cluster would you like to know more

information about? Which cluster does your father’s job fall in? Which cluster does your mother’s job fall in? Which cluster does your sibling’s job fall in?

Career: Choose Your Path to SuccessLearners can create their own career plan while using this prepaid Internet site. Junior high and high school learners follow the menu to view career-planning steps, plans of study, the 16 Career Clusters, career knowledge and skills, occupational information, and more career information.http://www.okcareertech.org/guidance/Career%20Path/okcareertech/counselor/index.htm



Airplane GameThe purpose of the game is to review all pathways in the specific Career Clusters. The game challenges the learner to remember as many pathways as possible.

Create a worksheet with a box for each of the pathways represented in each of the Career Clusters. For example, have seven boxes large enough for learners to write the name of each pathway in the Agriculture, Food and Natural Resources cluster because this cluster has seven pathways.

Pass out the worksheet and a pen/pencil to each learner. Learners write the name of one pathway within the cluster. When all learners have written the name of one pathway on their paper, they will make their sheet into an airplane or paper ball. The instructor then asks learners to throw their paper ball or fly their airplane across the room. Each person will then pick up one of the pieces of paper to see which pathway was written on the paper. If the pathway was written incorrectly or incomplete, the person who picked up the paper should correct it at that time.

Next, on the same sheet of paper, each learner will add a second pathway name to the sheet, fold it back into the shape of an airplane or a paper ball, and throw it across the room a second time. This process is repeated until each square on the sheet of paper has a complete listing of all pathways for that cluster.

Idea: Handout could be made with clues or occupational titles.

Created by: Curtis Shumaker, Facilitator of Agriculture, Food & Natural Resources Career Cluster

Experiment With a Paper HelicopterThe rotors twirl as the paper helicopter falls to the ground. This happens because molecules of air occupy the space between the helicopter and the floor. The air provides resistance to any object that moves through it. Have your learners experiment by using different materials and designs. Template is located at: http://www.vtol.org/Kids/AHS-HELICOPTER.pdf



16 Career Clusters

Agriculture, Food & Architecture &Natural Resources Construction

Arts, A/V Technology Business, Management& Communications & Administration

Education Finance& Training

Government & Public Health ScienceAdministration

Hospitality & Human ServicesTourism

Information Law, Public Safety,Technology Corrections & Security

Manufacturing Marketing, Sales, & Service

Science, Technology, Transportation, DistributionEngineering & Mathematics & Logistics

Note: Use these cluster names with career games and activities, including Vegetable Beef Soup listed on page 54.



On the Job

Directions — Read the statement and circle the answer that best completes the job description.

Pilots need to know ______________________.

Needlepoint Biology Weather conditions

_______________ are made on an assembly line.

Cars Paintings Children

A clothing salesperson ____________________.

Never sleeps Knows a lot about fashion Sells cars

Air traffic controllers ______________________.

Help pilots during take off and landing Fly airplanes Work for a television station

Childcare workers have to enjoy working with__________________.

Animals Numbers Children

The word aerospace deals with _____________.

Flying Water Rock bands

A telephone installer and repairer might have to__________________.

Climb a pole Sing a song Build a satellite

Railroad engineers drive ___________________.

Locomotives Buses Nails

People who help make maps are ____________.

Librarians Secretaries Surveyors

A __________________ builds chimneys.

Carpenter Bricklayer Cashier

Emergency medical technicians (EMT) drive__________________.

Tractors Buses Ambulances

__________________ use a paint brush, easel, and watercolors.

Graphic designers Artists Postal workers

__________________ use scissors, clippers, and hair dyes.

Cosmetologists Steel workers Doctors

__________________ use film, lenses, and flash attachments.

Dental Hygienists Mayors Photographers



Field Trip Ideas

Places to go:

1. Manufacturing Plant Tours

2. Zoos

3. Museums

4. Concerts and Plays Check with local high schools and colleges

for free or reduced admissions.

5. Historical Sites

6. Airport Notice how the weather affects flying. Make

your own paper airplanes and try them out in different weather conditions.

7. Fire Station

8. Post Office

9. Bakery

10. Ice Cream Store

11. Your Backyard Discover the stars, plants, insects, and other

wildlife in your area.

12. Landfill Explore recycling and environmentalism.

13. Dairy Farm

14. Nursing Homes Research and learn older songs and then

sing for residents.

15. Canal Study water and its uses, etc.

16. Ponds, Lakes, etc. Learn about different types of fish and methods of fishing.

17. Camping and Hiking Study different types of leaves and plants.

Create your own field guide.

18. Playgrounds Compare and contrast different playgrounds

in your city, and then plan a new one.

19. Humane Society Learn pet care skills and study different

breeds of pets.

20. Library Research how books are made and catalogued.

21. Candy Maker

22. Bank

23. Grocery

24. Picnics

25. Farm

Adapted from Family Field Trip Ideas; used with permission from Family First.

Out-of-school and community activities will help the learner explore interests and consider options.



Group Reinforcement Activity

Divide your audience into small groups. Give each group an envelope containing the following materials related to a Career Cluster: pathway model, cluster plan of study, workforce statistics, cluster brochure from www.careercluster.org. With these materials, ask each group to answer the following questions and report to the large group the highlights of their discussion.

Your Career Cluster is _______________________________________________________.

How many pathways are in your cluster and what are they?

Give an example of a career ladder and lattice within your Career Cluster.

What high school academic courses would best prepare a learner who wants to pursue postsecondary education and a career in this Career Cluster?

What technical courses would prepare learners to be successful in postsecondary education and a career in this Career Cluster?

What additional electives would give learners an edge in preparing for a future career in this cluster?

What college degree plans would be appropriate for learners interested in pursuing a career in this Career Cluster?

What short-term courses, seminars, and/or certifications could a learner acquire to best prepare for postsecondary education and a career in this cluster?

Identify an extensive learning experience that would benefit learners interested in preparing for a career in this Career Cluster.

Introduction to Career Clusters Speaker’s Kitwww.okcareertech.org/okcareerclusters/resources



Adopt-A-Pilot Online

Developed primarily for fifth-grade classes, this program unites learners with Southwest pilots to explore math, science, and geography. For four weeks, learners track their adopted pilot’s journey and complete curriculum that apply to aviation activities.

Related Subjects Science Math Geography Writing

National Career Development Guidelines Uses accurate, current, and unbiased career

information during career planning and management (CM3).

Materials/Supplies http://www.southwest.com/adoptapilot Resource book on guest pilot visits to hands-

on activities. http://www.southwest.com/programs_

services/adopt/resource_book.pdf

Activities Complete the Teacher Registration form

early in the school year for the Adopt-A-Pilot program at [email protected]

Read the background information on the pilot.

Download the Learner Flight Plan and Teacher Flight Plan.

http://www.southwest.com/programs_services/adopt/teacher_plan.pdf

http://www.southwest.com/programs_services/adopt/flight_plan.pdf

Use the lessons in the Flight Plan to enhance science, math, geography, and writing lessons.

Evaluation Learners will be evaluated on completing

and presenting the activities in the Learner Flight Plan.

Additional Resources For streaming video segments on careers in

aviation, visit

http://www.southwest.com/programs_services/adopt/adopt_home.html

Under “Video Library,” click “Careers in Aviation.”



Career Collage

Learner will construct collages of careers.

Related Subject Art

National Career Development Guidelines Master academic, occupational, and general

employability skills in order to obtain, create, maintain, and/or advance your employment. (CM4)

Materials/Supplies Newspapers Magazines Glue Construction paper

Activities Supply learners with newspapers and

magazines.

Have learners create career collages.

Pictures may be of tools and equipment, people at work, on-the-job clothing, etc.

Have learners explain their collage to the class.

Teacher may direct questions related to the career collage.

Ask the class to identify other careers in which these tools, equipment, and clothing may be used.

Evaluation Learners will be evaluated on the

construction of their collages of careers and describe them to the class. Learners will answer questions about them.



Trojan Tee-Shirt Odor Problem

Instructional Focus:

ReadingLearners read a variety of grade level materials, applying strategies appropriate to various situations.

WritingLearners write for a variety of purposes and audiences with sophistication and complexity appropriate to the grade level.

ListeningLearners listen for a variety of purposes appropriate to the grade level.

SpeakingLearners speak for a variety of purposes and audiences with sophistication and complexity appropriate to the grade level.

Performance Task

Trojan Tee Shirt Company designs shirts for schools for athletic functions and for fund-raising. They ship to locations on the East Coast. They have asked you to help them solve a problem. They recently added a new fiber to their manufacturing process that helps prevent shrinkage and allows their shirts to hold the color longer. Early marketing tests show that customers are complaining about an unusually bad odor that comes from the shirts — even after repeated washings. Your group has been asked to suggest what the manufacturer can do to prevent the problem. Your recommendation will be used by the company president to decide whether this shirt can be released to the national market or whether it must discard the new fiber and test another fabric. Please do the following:

1. Gather the information needed to find ways to prevent the odor problem.

2. Brainstorm with your team on solutions to consider.

3. Consider your audience; also discuss the president and his concerns.

4. Develop a plan of action.

5. Describe how you and your team intend to gather information about the problem.

6. Develop and complete a chart outlining your plan.

7. Summarize the possible solutions.

8. Compose your recommendation report on a word processor and submit to company president.

Source: http://www.acteonline.org/resource_center/pl/lessonplans.cfm

Select lessons by programs or by cluster. Lessons include a Scoring Guide.



Who Are You Gonna Call?

Learner will locate businesses with the use of a local phone book.

Related Subject English

National Career Development Guidelines Participate in ongoing, lifelong learning

experiences to enhance your ability to function effectively in a diverse and changing economy. (ED2)

Materials/Supplies “Who Are You Gonna Call?” handout and

phone book

Activities Learners read the problem/need and locate

a business name and phone number from the local phone book and place in the first column.

Place the name of the occupation(s) that would take care of the problem/need in the second column.

Place the Career Cluster related to the occupation in the third column.

Evaluation Learners will be evaluated on their responses

of the business name, phone number, occupation, and related Career Cluster.



Who Are You Gonna Call?

Problem/Need Occupation Cluster

Interested in taking karate classes once a week.Business Name:Phone Number:

The cat is sick and not eating.Business Name:Phone Number:

Need a ZIP Code for a package.Business Name:Phone Number:

Need a meeting room for 85 people for a family reunion.Business Name:Phone Number:

Traveling to England and need the exchange rate for money.Business Name:Phone Number:

There is a nail in the front right car tire.Business Name:Phone Number:

Termites were spotted near the north side of your house.Business Name:Phone Number:

You have a bag of nice clothes that no longer fit.Business Name:Phone Number:

Need a headstone for a cemetery plot.Business Name:Phone Number:

Flash floods caused your car to stall out in high water.Business Name:Phone Number:

Water damage from a leaky washer soaks the carpet.Business Name:Phone Number:

High winds and storms cause the electricity to go out.Business Name:Phone Number:



Information for Counselors and Teachers

Oklahoma ABLE Tech (Grades K-Adult)Assistive Technology Demonstration Center Explore hundreds of devices covering a

variety of disabilities. Individuals can learn more about assistive technology by hands-on opportunities in order to support informed decision-making.

Assistive Technology Equipment LoanProgram Offers a variety of assistive technology

devices for a short-term loan to Oklahomans with disabilities so that a trail can be experienced before a purchase is considered.

Contact: http://www.ok.gov/abletech/ or 1-800-257-1705

FIRST RoboticsThe For Inspiration and Recognition of Science and Technology (FIRST) Robotics Board voted to select Oklahoma for the regional competition in the spring of 2008. Learners not only build robots and compete in a competition setting but also build self-confidence, leadership, and life skills. This is a great time to involve a team from your school.

Location: http://www.usfirst.org

Animal SchoolTeachers and parents will be able to relate to this online movie Don’t Let Your Child Be a Kangaroo. What are our goals for your learners? We all agree that we want our learners to be successful; however, how would you define success? Select “Animal School” by clicking on the purple rectangle.

Location: http://www.raisingsmallsouls.com/ wp-content/themes/179/form.html

OKCIS Lesson PlansOKCIS has lesson plans for middle school and high school learners. You will find an 18-week career curriculum by selecting “Online CIS Activities” in the lower right-hand corner; then click on either “High School” or “Middle School” under “Suggested Course Outlines.” The learning activities have been written as stand-alone lesson plans and are listed in sequential order to support the educational planning process. Password protected.

Location: http://okcis.intocareers.org/

Middle Grades Lesson PlansThis Web site has middle-grades (6th-8th) career development lesson plans for school counselors and teachers that can be taught in the regular classroom.

Location: http://jobs.esc.state.nc.us/soicc/ products/m-guide.pdf

I Could Be Nicer, But I’m Choosing Not ToWhen youngsters say they could stop having a bad attitude and being so nasty but they are choosing not to, but they will choose to have a better attitude when they “get their real job” or “go to high school,” say: “You’re probably right; I’m probably wrong. Show me I’m wrong by being pleasant for the next three weeks; I’ll admit that you were right, and I was wrong.” Most learners don’t last three weeks, three days, three minutes. When the bad attitude surfaces after mere minutes, ask them “What will be any different on your real job?” Now, you may have the learner’s attention and may be able to learn more about what’s causing all the negativity.

Select “Free Samples and Magazine.”Location: http://www.youthchg.com/solvat.html



College Night HandoutsDownload and distribute these free informative handouts for your learners and parents.• College Planning 101• Ace the College Application• Financial Aid Timeline• First Time Resumé Builder Tips• 10 Tips for Scoring a Summer Job• Prep for the SAT and ACT• FAFSA• 41 Great Web Sites

Location: http://nextstepmagazine.com/nextstep/ high-school-counselor.aspx

Spanish/English Career Information ParentInvolvement ToolkitFour key topic areas for parent involvement have been developed with three informational brochures under each topic.

• Starting Young• Career Exploration• School Success• Parents of Children with Special Needs

Location: http://okcareertech.org/guidance/ parent_guide.html

Real World Math ProblemsUSA Today K-12 Education Online has math lessons, including project-based activities to aid in real-life/real-world problems and applications, especially numbers, graphs, charts, and analyzing data, as it relates to current events and the news.

Location: http://www.usatoday.com/educate/ mathtoday/index.htm

The Career Decision-Making ToolThe 9th – 12th Grade Decision-Making Tool (CDMT) helps teachers, counselors, and parents teach their learners or children about education and careers using a six-step decision cycle. The tool shows learners how to find a career that suits them and the education they need to pursue it.

Location: http://www.acrnetwork.org/cdmt

Reality Check Budget CalculatorThis online budget planner provides young adults a clear understanding of what it takes to survive on a real-life budget. Reality Check offers users three real-life budget scenarios: Get a Reality Check – Users make lifestyle

choices to determine what standard of living, and Reality Check determines the necessary annual income, as well as sample careers matching this salary.

Future Salary – Users enter a dollar figure of the salary they want to earn, and Reality Check offers suggested career fields and educational levels needed to meet that salary.

Career Direct – Users choose a career, and Reality Check estimates a salary depending on the city. The program then lets users pick lifestyle-related expenses and arrive at a balanced budget.

Location: http://www.cdr.state.tx.us/ realitycheck/



High School Graduate and Dropout Bookmarkers

Did you know, if you are ahigh school dropout . . .

Your average earnings will be $409/week, or $1,636/month, or $21,268/year if you are making $10.23 an hour.

U.S. Bureau of Labor Statistics, 2006

Many jobs pay minimum wage of $5.85/hour, or $234/week, or $936/month, or $12,168/year before taxes.

The Oklahoma County Self-Sufficiency Standard, $7.52/hour for an adult, measures income needed to meet basic needs (housing, food, transportation, health care).

The Self-Sufficiency Standard for Oklahoma, 2002

Your lifetime earnings will be $260,000 less over a lifetime than a high school graduate.

C. Rouse, economist, Princeton University

Your life expectancy will be 9.2 years shorter than a high school graduate.

P. Muennig, Columbia University

You have a greater risk of being on public assistance.

You spend long hours working part-time or full-time jobs.

You cannot enlist into the military service.

Sixty percent of dropouts go back to get a diploma or GED.

Jobs for the Future, 2006

Did you know, if you are ahigh school graduate . . .

Your average earnings will be $583/week, or $2,332/month, or $30,316/year if you are making $14.58 an hour.

U.S. Bureau of Labor Statistics, 2006

The Comanche County Self-Sufficiency Standard, $6.93/hour for an adult, measures income needed to meet basic needs (housing, food, transportation, health care).

The Self-Sufficiency Standardfor Oklahoma, 2002

You will earn almost $10,000 more annually than a high school dropout.

U.S. Census Bureau, 2004

As a male with a college degree, you will earn almost $1 million ($945,670) more than the high school dropout.

National Center for Education Statistics

Your unemployment rate is 5.5 percent compared to a high school dropout—8.5 percent.

U. S. Bureau of Labor Statistics, 2003

You can enlist in the military.

You are one of 76 percent of Oklahoma learners to graduate from high school.

National Center for Educational Statistics, 2006



Bulletin Board IdeasDivide the bulletin board into sections and title each with three or more of the suggested headings listed below. Place one occupation per slip of paper. Mix occupations up and have learners pick an occupation and place it under the correct heading.

Service Occupations

Animal Care and Service WorkersBarbers, Cosmetologists, and Other Personal

Appearance WorkersChildcare WorkersFitness WorkersPersonal and Home Care AidesRecreation WorkersChefs, Cooks, and Food Preparation Workers

Correctional OfficersFire Fighting OccupationsPolice and Detectives

Dental AssistantsMassage TherapistsMedical AssistantsOccupational Therapist Assistants and AidesPharmacy AidesPhysical Therapist Assistants and Aides

Careers on Wheels

Bus DriversTaxi Drivers and ChauffeursTruck Drivers and Driver/Sales Workers Delivery Truck Drivers Canteen Truck Drivers Plumbers Limo Drivers Moving Van Drivers Red Cross Blood Mobile Drivers Mobile TV/Radio Studio Drivers Surveyors Storm Chasers Book Mobile Drivers Automobile Salespersons Insurance Adjustors Real Estate Agents Landscape Architects

Careers in the Air

Aircraft Pilots and Flight Engineers Meteorologists Flight Attendants Line Installers and Repairers Cartographers Air Marshals Air Traffic Controllers

Careers That Maintain and Repair

Coin, Vending, and Amusement Machine Servicers and RepairersHeating, Air-Conditioning, and Refrigeration Mechanics and InstallersHome Appliance RepairersIndustrial Machinery Mechanics and Maintenance WorkersLine Installers and Repairers

Automotive Body and Related RepairersAutomotive Service Technicians and

MechanicsDiesel Service Technicians and MechanicsSmall Engine Mechanics

Computer, Automated Teller, and Office Machine Repairers

Electrical and Electronics Installers and Repairers



Careers That Sell

Advertising Sales AgentsCashiersCounter and Rental ClerksDemonstrators, Product Promoters, and

ModelsInsurance Sales AgentsReal Estate Brokers and Sales AgentsRetail SalespersonsSales EngineersSales Representatives, Wholesale and

ManufacturingSales Worker SupervisorsSecurities, Commodities, and Financial

Services Sales Agents

Dirty Jobs

The Dirty Jobs video profiles American laborers who make their living doing things we would not imagine. Mike Rowe introduces you to these hardworking men and women and assumes the duties of the jobs he is profiling. Talking to the learners about these jobs could lead into creative writing assignments that can be placed on the bulletin board to planning course work so they won’t have these types of occupations in their future.http://dsc.discovery.com/fansites/dirtyjobs/episode/episode.html

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OK

No

P.O.

Box

Car

eer

Po

ster

Co

nte

st –

No

vem

ber

200

7

Fin

d Yo

ur

Voi

ce; C

han

ge Y

our

Wor

ld

Elig

ibili

ty:

The

re a

re s

ix d

ivis

ions

: P

rimar

y (G

rade

s K

-1),

Inte

rmed

iate

(G

rade

s 3-

5), M

iddl

e G

rade

s (G

rade

s 6-

8), S

enio

r (G

rade

s 9-

12),

Adu

lt Le

arne

r (e

nrol

led

in s

choo

l), a

nd O

pen

Adu

lt (1

8 an

d ol

der,

not e

nrol

led

in s

choo

l). E

ach

sch

oo

l is

elig

ible

to

su

bm

it t

hre

e en

trie

s p

er c

ateg

ory

.

Th

eme:

Pos

ters

sho

uld

refle

ct th

e th

eme:

“F

ind

Yo

ur

Vo

ice;

Ch

ang

e Yo

ur W

orl

d.”

E

ach

post

er m

ust r

elat

e to

the

them

e.

Jud

gin

g C

rite

ria:

Jud

ging

will

be

base

d on

orig

inal

ity, c

reat

ivity

, and

dev

elop

men

t of

natio

nal t

hem

e. A

ttent

ion

will

be

focu

sed

on b

asic

art

prin

cipl

es a

nd a

ppro

pria

te u

se

of m

edia

and

lette

ring.

On

ly p

ost

ers

jud

ged

as

firs

t-, s

eco

nd

-, an

d t

hir

d-p

lace

w

inn

ers

sho

uld

be

sen

t fo

r ju

dg

ing

in t

he

stat

e co

nte

st.

Let

teri

ng

: S

impl

e bo

ld le

tterin

g is

pre

ferr

ed. C

aptio

ns m

ay b

e us

ed to

con

vey

the

mes

sage

, attr

act a

ttent

ion,

and

ach

ieve

goa

ls o

f cla

rity,

vig

or, a

nd o

rigin

ality

. All

lette

rs w

ill b

e co

nsid

ered

par

t of t

he d

esig

n.

New

Med

ia:

Lear

ners

may

sub

mit

thei

r w

ork

in o

ne o

r bo

th c

ateg

orie

s –

C

1 an

d/or

C2.

C

1. S

tand

ard

use

of in

k, p

enci

l, co

llage

, pos

ter

pain

ts, m

agic

mar

kers

, acr

ylic

, oil,

cu

t and

pas

ted

pape

r. C

2. U

se o

f pho

tos,

clip

art,

grap

hic

art s

oftw

are,

and

mix

ed

med

ia.

Siz

e: E

ach

po

ster

mu

st b

e cr

eate

d in

81 / 2

- by

11-

inch

form

at.

Dis

pla

y: P

oste

rs a

re to

be

disp

laye

d in

the

lear

ner’s

sch

ool d

urin

g N

atio

nal C

aree

r D

evel

opm

ent M

onth

in N

ovem

ber.

Win

ning

pos

ters

mus

t be

sent

to O

klah

oma

Dep

artm

ent o

f Car

eer

and

Tech

nolo

gy E

duca

tion

by D

ecem

ber

3.

En

try

Fo

rm:

Cop

y an

d co

mpl

ete

the

entir

e en

try

form

and

atta

ch w

ith ta

pe o

r gl

ue to

th

e b

ack

of e

ach

entr

y. P

leas

e do

not

add

lear

ner’s

nam

e on

the

fron

t of t

he p

oste

r.

Mai

l Po

ster

s C

ho

sen

as

Sch

oo

l Win

ner

s to

:

Okl

ahom

a D

epar

tmen

t of C

aree

r an

d Te

chno

logy

Edu

catio

n, G

uida

nce

Div

isio

n •

1500

Wes

t Sev

enth

Ave

nue

• S

tillw

ater

, OK

740

74-4

364

All

entr

ies

beco

me

the

prop

erty

of O

CD

A/O

DC

TE

and

will

not

be

retu

rned

.

Off

icia

l E

ntr

y F

orm

(Eac

h en

try

mus

t hav

e a

com

plet

ed e

ntry

form

.)

Lear

ner

Nam

e __

____

____

____

____

__ G

rade

___

__ A

ge _

____

F

irst

Last

Cou

nty

____

____

____

____

____

____

____

____

____

____

____

____

Sch

ool C

oord

inat

or _

____

____

____

____

____

____

____

____

____

_

E-M

ail

____

____

____

____

____

____

____

____

____

____

____

____

Sch

ool N

ame

____

____

____

____

____

____

____

____

____

____

___

Sch

ool A

ddre

ss _

____

____

____

____

____

____

____

____

____

____

City

___

____

____

____

____

____

__

Sta

te _

____

__ Z

IP _

____

___

Pho

ne _

____

____

____

____

____

____

____

____

____

____

____

___

Sta

te C

oord

inat

or:

Jane

t Haw

kins

Add

ress

: 15

00 W

est S

even

th A

venu

eC

ity/S

tate

: S

tillw

ater

, O

K 7

4074

Pho

ne:

405-

743-

5123

E-M

ail:

jhaw

k@ok

care

erte

ch.o

rg

If in

divi

dual

, you

mus

t sta

te th

e sc

hool

the

indi

vidu

ial a

ttend

s pe

r el

igib

ility

gui

delin

es u

nles

s th

e en

try

is s

ubm

itted

und

er O

pen

Adu

lt.

❑

Indi

vidu

al S

ubm

issi

on

❑

Sch

ool S

ubm

issi

on

❑

Poe

try

Pos

ter

❑

Cat

egor

y 1

❑

Cat

egor

y 2

I, __

____

____

____

____

____

____

____

___,

sta

te th

at th

e at

tach

ed

Pos

ter/

Poe

try

entr

y is

the

orig

inal

, whi

ch I

mys

elf c

reat

ed a

nd

com

plet

ed.

Sig

natu

re _

____

____

____

____

____

____

____

____

____

____

__

Spo

nsor

ed b

y th

e O

klah

oma

Sch

ool C

ouns

elor

Ass

ocia

tion

(OS

CA

), O

klah

oma

Cou

nsel

ing

Ass

ocia

tion

(OC

A),

and

the

Okl

ahom

a D

epar

tmen

t of C

aree

r an

d Te

chno

logy

Edu

catio

n.

OK

No

P.O.

Box

Num

bers



Labor Market Information

Fastest-Growing OccupationsRequiring Work Experience or On-the-Job Training

Listed below are the 20 fastest-growing occupations for the period between 2004 and 2014 based on the Oklahoma employment projections for occupations that require work experience or on-the-job training. The education/training needed for these occupations may include:

Work Experience in a Related Occupation These occupations usually require skills and

training acquired in a related occupation. They do not require a degree. Many are supervisory.

Long-Term, On-the-Job Training Requires more than 12 months of on-the-job

training or combined work experience and formal classroom instruction, such as apprenticeships and employer-sponsored training. Individuals undergoing training typically are considered employed in the occupation.

Moderate-Term, On-the-Job Training One to 12 months of combined on-the-job

experience and informal training.

Short-Term, On-the-Job Training A short demonstration of job duties or one month

or less of on-the-job experience or instruction.

Home Health AidesMedical AssistantsPersonal and Home Care AidesDental AssistantsGaming ManagersGaming SupervisorsNonfarm Animal CaretakersPharmacy TechniciansSocial and Human Service AssistantsGaming Change Persons and Booth CashiersPersonal Care and Service Workers, All OtherStructural Iron and Steel WorkersFire FightersLocksmiths and Safe RepairersVeterinary Assistants and Laboratory Animal

CaretakersResidential Advisors

Emergency Management SpecialistsCourt, Municipal, and License ClerksAmusement and Recreation AttendantsInterpreters and Translators

Fastest-Growing OccupationsRequiring Postsecondary Training or an Associate Degree

Listed below are the 20 fastest-growing occupations for the period between 2004 and 2014 based on the Oklahoma employment projections for occupations that require postsecondary education or training below a bachelor’s degree. The education/training needed for these occupations may include:

Postsecondary Training Postsecondary occupational programs lead to a

certificate or other award but not a degree.

Associate Degree At least two years of full-time academic study

beyond high school are required for an associate degree.

Dental HygienistsVeterinary Technologists and TechniciansPhysical Therapist AssistantsForensic Science TechniciansGaming DealersEnvironmental Engineering TechniciansPreschool Teachers, Except Special EducationEmergency Medical Technicians and ParamedicsOccupational Therapist AssistantsDiagnostic Medical SonographersRegistered NursesRespiratory TherapistsAppraisers and Assessors of Real EstateManicurists and PedicuristsSurgical TechnologistsMedical Records and Health Information

TechniciansMassage TherapistsParalegals and Legal AssistantsSkin Care SpecialistsFitness Trainers and Aerobics Instructors



Fastest-Growing OccupationsRequiring a Bachelor’s Degree or Higher

Listed below are the 20 fastest-growing occupations for the period between 2004 and 2014 based on the Oklahoma employment projections for occupations that require a bachelor’s degree or higher. The education/training needed for these occupations may include:

First-Professional Degree At least three years of full-time academic study

beyond a bachelor’s degree.

Doctoral Degree At least three years of full-time academic study


Master’s Degree One or two years of full-time academic study


Work Experience Plus Bachelor’s or Higher Degree Most occupations in this category are

managerial. All usually require experience in a related non-management position for which a bachelor’s or higher degree is usually required.

Bachelor’s Degree At least four years of full-time academic study

beyond high school.

Network Systems and Data Communications Analysts

Environmental EngineersPhysician AssistantsComputer Software Engineers, ApplicationsComputer Software Engineers, Systems SoftwareDatabase AdministratorsNetwork and Computer Systems AdministratorsMuseum Technicians and ConservatorsFinancial ExaminersCuratorsAthletic TrainersMedical Scientists, Except EpidemiologistsVeterinariansBiomedical EngineersCommunity and Social Service Specialists, All

Other

Survey ResearchersEducation Administrators, Preschool and Child

Care CenterPharmacistsPhysical TherapistsHydrologists

Located at www.oesc.state.ok.us/lmiSelect from middle column “Labor Market

Statistics’’Select from right menu “Economic Development

Resources.”Select “Employment and Industry Projections.”Select from the heading, “Long-term employment

projections 2002–2012 for the State of Oklahoma; then check “Trends in the Oklahoma Job Market.”

Guidance Division1500 West Seventh AvenueStillwater, OK 74074-4364

www.okcareertech.org/guidance

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