BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 46 (SUNSHINE COAST)

BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 46 (SUNSHINE COAST) EDUCATION COMMITTEE AGENDA November 27, 2013 from 1:00-2:30 p.m. School Board Office – G...
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BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 46 (SUNSHINE COAST) EDUCATION COMMITTEE AGENDA November 27, 2013 from 1:00-2:30 p.m. School Board Office – Gibsons, BC

1)

Superintendent Report on Achievement

2)

Grad Survey

3)

Board Approved Course (Careers Exploration)

4)

Review of Existing Community Partnerships

5)

Parent Engagement

School District No. 46 (Sunshine Coast)

2013 Survey of Former Graduates (Grads from 2003 to 2012)

– A community engaged in lifelong learning and educational excellence –

Are you still attending high school?

Did you graduate from or cease to attend a high school in the Sunshine Coast School District this year (ie: June 2013)?

Are you a male or a female?

Which elementary school(s) did you attend? Chose all that apply.

Which secondary school(s) did you attend? Chose all that apply.

Which secondary grades have you attended while in Sunshine Coast School district high schools? Chose all that apply.

During the past year, which of these choices best describes your main activity?

If you chose “Working” please choose the category which most closely describes the work you have been doing. Choose only one option.

Where was your main residence during the past year? Please choose only one option.

Since high school graduation, have you, at any time, taken a post-secondary education training course or program?

Which of the following best describes your current post-secondary plans/status? Please choose one of the following.

Which post-secondary institutions have you attended since your graduation from high school? Choose all that apply.

From the following list, please choose the one factor that was most important in helping you reach graduation.

What was the primary factor, if any, at school, that made it most difficult for you to attain graduation?

Please give value to the following statements. 8.7% The courses and programs I took in high school helped me decide on a specific program of post-secondary studies

37% 30.5% 15.2% 8.7%

2.2% N/A 17.4% My high school education prepared me academically for post-secondary studies

28.3% 32.6% 10.8% 8.7% 13% 41.3%

My high school education gave me the necessary life skills for postsecondary studies

32% 5.7% 4.5%

Please give value to the following statements. 13% 32.6% My high school education gave me the necessary work skills for employment

32.6% 19.6% 2.2% 15% 37%

My high school education gave me the necessary life skills for employment

32.6% 10.9% 4.4%

If you answered “Strongly Disagree” or Disagree” to any of the statements on the previous page, please comment further. School teaches theory baed on opinion. Not rounded knowledge that pushed you to question why. I wish I had more info about what was important to take in high school. I obtained life skills through other areas. I felt well-prepared for work and school, but don’t particularly attribute this to my high school education :) I am still not sure what further schooling or career path I would like to take. There wasn’t any unique courses offered in high school to get me really interested. The courses I took in high school did not correlate with the program and degree I attained in university. The courses that I took in high school were not directly related to any courses that I took in any of my courses in University. Even the required classes for graduation that we had to take were not taught in a way that related to university classes. I felt very under prepared in a large school with many students coming from IB and Private Schools who had much stronger background education. Once I got to post secondary I had a lot of trouble writing and citing paper, as we never used proper citations styles or wrote papers longer than a couple of pages. Also, learning some study techniques in high school would have helped me more in post secondary. The life experience and applications of knowledge that I was asked to complete during high school was fundamental to my social development. Even though in high school my social situation was bleak to say, the least, learning how to cope and manage regardless, was fundamental to the development of my interpersonal skills. As a first year engineering student I found it very hard to make the transition from high school to University. I was nowhere close to being prepared. I believe I would have been more successful in university had I had a stronger foundation in chemistry. I feel as though the teachers’ and schools’ main focus was on having the students graduate from high school and not to prepare them for post-secondary. High school was an extremely negative experience for me in terms of having a highly degrading environment and criticizing student body. This made it very difficult to focus and enhance personal goals. A person can do well in their studies at high school and university and still have no idea what they actually want to do in terms of career. I have what might be considered an “artistic” career (graphic design) now, yet I never stayed an entire semester in a technology or art class.

 

 

 

Board/Authority  Authorised  Course                                   Work  Experience  10  

School  District/Independent  School  Authority  Name  

Sunshine  Coast  

School  District/Independent  School  Authority  Number  

No.  46  

Developed  by  

Phil  Luporini  

Date  Developed  

November  26,  2013  

School  Name  

Sunshine  Coast  Secondary  Schools  

Principal’s  Name  

Phil  Luporini  

Superintendent  Approval  Date  (for  School  Districts  only)  

 

Superintendent  Signature  (for  School  Districts  only)  

 

Board/Authority  Approval  Date  

 

Board/Authority  Chair  Signature  

 

Course  Name  

Work  Experience  10  

Grade  Level  of  Course  

10  

Number  of  Course  Credits  

1,  2,  3,  4  

Number  of  Hours  of  Instruction  

Between  25  –  100  

Prerequisite(s)  

None  

Special  Training,  Facilities  or  Equipment  Required  

None  

Course  Synopsis  

An  introduction  to  career  exploration  and   community-­‐based  work  experience.  

 

1  |  P a g e      

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

 

 

  Rationale    

This course has been developed to support and encourage students with making a transition from school to a work site. It follows similar guidelines as the Ministry approved Work Experience 12 courses, however, as this is an introduction to Work Experience the learning outcomes will be adjusted to the appropriate grade level. It is designed for 14 -16 year old students who are currently enrolled as full-time students in the regular school program, but are unsure of their future career path. It is aimed at helping students to become exposed to various career paths, to identify their personal strengths and skill sets towards various careers. It may also guide students towards various courses within their graduation program, therefore making their courses become more relevant. To support this, students will have the opportunity to have work experience in a number of different career interests, earning credit towards their graduation program. The program is designed to allow students to: •

experience the roles and responsibilities of employment
 and appreciate the time constraints imposed in terms of attendance at both school and work




relate classroom skills and knowledge to an employment context




identify & develop interpersonal skills, and maturity




become aware of the changing nature and demands of the workplace




experience the potential career opportunities available



increase employment prospects

2  |  P a g e      

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

    Organizational  Structure:  (units,  topics,  modules):  (per  placement)   Unit/Topic  

Title  

Time  

Unit  1  

Careers  Facilitator  Consultation  

Unit  2  

Workplace  Application    -­‐  Employer  interview    

Unit  3  

Work  Health  and  Safety  

 

Unit  4  

Secure  and  Maintain  Work  

 

Unit  5  

Education  and  Career  Planning  

 

 

 

 

 

2  hours  

Total  Hours  

1  hour  

25  –  100  hours  

Unit  Descriptions   Unit 1: Careers Facilitator Consultation It is expected that students will: • • • •

Identify areas of interest for placement describe their strengths and weaknesses for placement at a work site produce a resume participate in a mock interview with the Careers Facilitator

Unit 2: Workplace Application It is expected that students will: • • • • •

identify and describe the type of work done while on work experience use employability skills while on work experience demonstrate a positive work ethic and meet performance standards of the workplace use workplace-specific skills while on work experience identify how a workplace problem can be analyzed/solved

3  |  P a g e      

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

 

 

Unit 3: Workplace Health and Safety It is expected that students will: • • • •

apply hazard recognition and injury prevention skills in a work experience placement demonstrate knowledge of basic workplace incident and accident response procedures and protocols demonstrate knowledge of workplace health and safety rights and responsibilities analyze hazards or potential hazards in an occupation or industry sector related to a work experience placement (e .g ., restaurant industry, construction industry)

Unit 4: Secure and Maintain Work It is expected that students will: • •

apply job search skills, including resumé writing and a job interview, for work experience placements demonstrate an understanding of workplace ethics and workplace etiquette

Unit 5 Education and Career Planning It is expected that students will: • •

analyze the impact of work experience learning on their graduation transition plan required for Graduation Transitions identify a chosen Focus Area (e .g ., Business and Applied Business, Health and Human Services, Trades and Technology) and describe how four in-school courses and the work experience placements support this Focus Area

 

Assessment  Component   Teachers determine the actual assessment criteria and measurement activities. Common assessment measures used in work experience courses include: • • • • • • • • • •

student activity / learning logs employability skills performance scales portfolios / training plans occupation-specific performance scales employer evaluations student self-assessments written reports and / or oral presentations student projects or products reflective journals resumé and interview skills demonstrations

4  |  P a g e      

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

 

 

    Learning  Outcomes    

   

   

5  |  P a g e      

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

 

6  |  P a g e      

 

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

 

 

 

 

7  |  P a g e      

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

 

8  |  P a g e      

 

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

 

 

Learning  Resource    

Learn  Now  BC    

http://www.learnnowbc.ca  

 

Work  Experience  Guide  for  Ministry  Authorized  Courses:      

https://www.bced.gov.bc.ca/irp/pdfs/health_career_education/2009pg_minauthworkexper.pdf      

Additional  Information   Through this opportunity it is expected that students will:
 * learn through experience and on-the-job training (different from formal classroom learning settings) * have the opportunity to consolidate previous experience, demonstrate skills
 and gain experience that makes further study more meaningful
 * have the opportunity to learn the culture of the workplace
 * learn, develop and apply skills relevant to the workplace
 * gain information and experience to enable informed career choice and planning
 * experience various work cultures
 * gain confidence
 * make contact with employers
 * gain knowledge of employers' expectations
 and demonstrate to host employers their potential as employees    

9  |  P a g e      

B o a r d / A u t h o r i t y   A u t h o r i s e d   W o r k   E x p e r i e n c e   1 0  

SD46 Partnership List (November 13, 2013) PARTNERSHIPS IN SD46 • • • • • • • • • • • • • • • • • • • • • • • • • • •

At Home Construction BC Children’s Hospital (Healthy Buddies) Big Brothers and Big Sisters Botanical Garden Society Canadian Tire Carrot & Bean Cafe Christenson Village Coast Cable TV Community Schools Creekside Salon Daily Roast District of Sechelt Driftwood Inn Esprit Daycare Fainting Couch Fire Departments Grammas Pub Habitat for Humanity Hair Reflections Halfmoon Bay Daycare Society HEROS IGAs (Gibsons, Wilson Creek, Meat Dept) Iris Griffith Centre Kenmac Parts Leo’s Greek Restaurant Lions Club London Drugs

• • • •

Active Communities B&K Landscaping BC Ferry Corporation Blackfish Pub Burtnick Enterprises Capilano University Chapman Creek Hatchery Claytons Heritage Market Community Restorative Justice Program Construction Aggregates Custom Carpet Daphnes Dorado Beauty Bar Eagle Ridge Extra Foods Farm to School Gibsons Building Supplies Gumboot Cafe Habitat Restore Haley GM Halfmoon Sea Kayaks Howe Sound Pulp and Paper International Education Associations Jack and Jill Preschool KidSport Sunshine Coast Chapter Lighthouse Pub (students must be 19) Liquor Board Distribution Branch (Dry Grad) Lucky’s Smoke House More Cafe & Bake Shop Nicola Valley Institute of Technology Oak Tree Market

• • • •

• • • • • • • • • • • • • • • •

Pearl’s Bakery Pender Harbour Pipe Band Public Libraries Rainbow Room Ricky’s Rockwater Secret Cove Resort Rotary Clubs Royal Canadian Legions Salish School Hatchery Scholarship and Bursaries SCRD Sechelt Indian Band Shopper’s Drug Mart Sirens By The Sea Smitty’s Oyster House Sol Mare Salon & Spa

• • • • • • • • • • • • • • • •

Ministry of Child and Family Development NAPA Northwest Community College Payatawlk: Taking Care of Each Other, Taking Care of Ourselves ........................................................................................... Pender Harbour Auto Pharmasave Quality Farms RCMP Roberts Creek Childcare Society Rona (Madeira Park) Rotary Interact Ruby Lake Lagoon Nature Reserve Society Salish Soils Scouts Canada Sea to Sky Outdoor School Sheer Bliss Bakery Simon Fraser University Skookum Dodge Soccer Association South Coast Ford

• • • • • • • • • • • • • • • • • • • • • • • • • • •

SD46 Partnership List (November 13, 2013) • • • • • • • • • • • • • • • • •

Spani Developments Ltd. Special Olympics Straight Coffee Wilson Creek Sunshine Coast Association for Community Living Sunshine Coast Community Services Sunshine Coast Home Building Centre Sunshine Coast Nursery Sunshine Coast Youth Action Committee

• • • •

SPCA Starbucks Subway (Gibsons) Sunshine Coast Boxing Club

• • • •

Super Valu The Landing (Gibsons) Eagle Ridge Tim Hortons Trail Bay Hardware University of Victoria Vancouver Island University Wakefield Construction Ltd. WildBC Environmental Education in Action YMCA

• • • • • • • •

Sunshine Coast Festival of the Performing Arts Society Sunshine Coast Museum and Archives Society Sunshine Coast Volleyball Association Sunshine Coast Youth Child and Youth Suicide Prevention Committee Teddy Bear Daycare Thompson Rivers University Town of Gibsons University of British Columbia Vancouver Coastal Health Authority Volunteer Fire Department Wheatberries (Gibsons & Sechelt) Work Experience

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