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|Project Title: ||Career Fair|
|School Year: ||2007|
|School - District:||Greenfield High - Greenfield|
|Contact Name:||Tamara Grogan|
|Contact Phone:||(413) 772-1350|
|Content-Area(s):||Foreign Language, Mathematics|
|Community Need:||Community Development, Education|
|Brief Description of SL Project: |
The students in our School-to-Career program (50 students) planned a daylong event for the entire school to showcase different careers. The students organized all aspects of the day – including surveying what careers students would like to see, making arrangements with community members to come to the school, and the room assignments for each presenter. The students were also responsible for introducing the presenters to groups of their fellow students. Those students that participated in the event were able to gain a glimpse into what their future might be if they chose a particular career. Student participants learned the different pros and cons for each career they visited, and each student was able to visit up to four careers during the event. The community partners who presented were better able to understand the struggles many youth face as they begin their path to adulthood.
|The Community Need the Project is Meeting:|
Students identified a need that their school faced was that many students do not know "what they want to be when they grow up." The students decided that a career fair would be helpful for students to meet members of their community (many of them were Greenfield High School alumni) who were currently employed in their field of interest.
|Service Component: |
The students in the School-to-Career program planned a daylong event for the entire school to showcase different careers. The students organized all aspects of the day – including surveying what careers students would like to see, making arrangements with community members to come to the school, and the room assignments for each presenter. The students were also responsible for introducing the presenters to groups of their fellow students. These sessions included: real estate, financial planning, and life insurance. Students in grades 9 through 12 participated in this event. To prepare for this project the class surveyed the school to see what careers they were interested in and then contacted as many local businesses and community agencies to see if they were interested in participating in our event. This event also benefited those who presented as they were talking to future clients. Many of the presenters had not been to Greenfield High School since they were in school and it gave them a chance to see all of the improvements that have occurred. The event also served the purpose of providing an opportunity for good public relations for the school as well for the people who came to present.
|Connections with Massachusetts Curriculum Frameworks: |
This project taught the students how to run meetings, with agendas, to create their project. It required them to speak publicly when they introduced their presenter and they were required to write a formal letter to invite the presenters to the event. They followed up with thank you letters to all who made the day possible.
Formal and Informal English 11–12:
6.10: Analyze the role and place of standard American English in speech, writing, and literature.
6.11: Analyze how dialect can be a source of negative or positive stereotypes among social groups.
3.17: Deliver formal presentations for particular audiences using clear enunciation and appropriate organization, gestures, tone, and vocabulary.
Questioning, Listening and Contributing 9–10:
2.5: Summarize in a coherent and organized way information and ideas learned from a focused discussion.
Language 11–12: 1.6: Drawing on one of the widely used professional evaluation forms for group discussion, evaluate how well participants engage in discussions at a local meeting. For example, using evaluation guidelines developed by the National Issues Forum, students identify, analyze, and evaluate the rules used in a formal or informal government meeting or on a television news discussion program.
|How Youth Voice Helps Shape Project:|
The students decided that a career fair would be helpful for students to meet members of their community. The students decided what careers to invite, and they wrote the letter to invite the presenters. Students helped to follow-up on the plans that they had made with the presenters. The students created all of the signs to decorate the school and they were able to choose which presenters they wanted to introduce.
|Student Reflection Component: |
During the course of the career fair the students that organized the event often made comments about what was working or what could have been done better. The students realized that they should try to write down these comments so they would not forget them. At the end of the day some of the students who had helped to plan the event stayed to do a formal reflection of their work. Note: School-to-Career is not a class that meets every day. This class meets at the end of the day to check in with their teacher and students leave to go to their job. The students met with the teacher at various times throughout the year to plan this event.
|Community Partners Involved: |
There were many community partners involved. Altogether there were twenty presenters at the career fair. Some community members wanted to present but their schedule prevented them from attending on that day. Their community partners’ part of the planning was to create their own material for the session that they provided. There was not a lot of collaboration between the presenters and the students, as the presenters were experts in their fields so they decided how to present their project. The presenters did communicate their needs to the students if they needed copies made or special arrangements like the use of a DVD or an overhead projector.
|Demonstration/Celebration of Students' Work: |
To celebrate the completion of their project the students had a roundtable where they discussed the positive aspects of their day and things that they could improve on for next time. The roundtable was informal and students were treated to healthy snacks.
|Evaluation of Project’s Impact:|
After the career fair was over a survey was handed out to the entire student body as well as staff to evaluate their experience with each session. The overall evaluation results were positive. Some students indicated that they now know what career they want to pursue after high school. After attending sessions some students decided that they did not want to pursue a particular career and that realization is just as important as deciding what profession they would like to follow. Some students were upset that they did not have a chance to see the career that they wanted to because it was either full or their teacher would not allow them to attend.
|Challenges/Solutions Identified by District:|
One of the main challenges of the activity was that it was a voluntary opportunity, and teachers needed to give their permission to allow the student to miss a class to attend a session. Some teachers would not allow this and some students missed out on this opportunity. Another challenge was that in addition to students signing up individually to attend a session a teacher could sign up to have a presenter come and speak to the entire class. When this happened some students were made to sit through a session that might not have been of interest to them. In the future we would like to not have the day be voluntary (all teachers must allow their class to participate) and that all students would be allowed to sign up for sessions that interest them.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.