Career Development

for Elementary
Students
In working with and better understanding the special people that make up an elementary
population, its important to use the scientically-based and critiqued standards that are provided
within the overall ASCA National Model. From here, overall goals and objectives can then be
created and tooled from these standards to best serve our students when it comes to career
development. The career development portion of the National Model is provided below.
Particularly important developmentally-appropriate standards are asterisked.
Standard A: Students will acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career decisions.
C:A1 Develop Career Awareness
C:A1.1 Develop skills to locate, evaluate and interpret career information
C:A1.2 Learn about the variety of traditional and nontraditional occupations*
C:A1.3. Develop an awareness of personal abilities, skills, interests and motivations*
C:A1.4 Learn how to interact and work cooperatively in teams*
C:A1.5 Learn to make decisions*
C:A1.6 Learn how to set goals*
C:A1.7 Understand the importance of planning
C:A1.8 Pursue and develop competency in areas of interest*
C:A1.9 Develop hobbies and vocational interests*
C:A1.10 Balance between work and leisure time*
C:A2 Develop Employment Readiness
C:A2.1 Acquire employability skills such as working on a team, problem-solving and
organizational skills*
C:A2.2 Apply job readiness skills to seek employment opportunities
C:A2.3 Demonstrate knowledge about the changing workplace
C:A2.4 Learn about the rights and responsibilities of employers and employees
C:A2.5 Learn to respect individual uniqueness in the workplace
C:A2.6 Learn how to write a rsum
C:A2.7 Develop a positive attitude toward work and learning*
C:A2.8 Understand the importance of responsibility, dependability, punctuality, integrity and
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e!ort in the workplace*
C:A2.9 Utilize time- and task-management skill*
Standard B: Students will employ strategies to achieve future career goals with
success and satisfaction.
C:B1 Acquire Career Informatio!
C:B1.1 Apply decision-making skills to career planning, course selection and career transition
C:B1.2 Identify personal skills, interests and abilities and relate them to current career choice*
C:B1.3 Demonstrate knowledge of the career-planning process
C:B1.4 Know the various ways in which occupations can be classied
C:B1.5 Use research and information resources to obtain career information*
C:B1.6 Learn to use the Internet to access career-planning information*
C:B1.7 Describe traditional and nontraditional career choices and how they relate to career
choice*
C:B1.8 Understand how changing economic and societal needs inuence employment trends
and future training
C:B2 Identify Career Goals
C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals
C:B2.2 Assess and modify their educational plan to support careers
C:B2.3 Use employability and job readiness skills in internship, mentoring, shadowing and/or
other work experience
C:B2.4 Select course work that is related to career interests
C:B2.5 Maintain a career-planning portfolio
Standard C: Students will understand the relationship between personal
qualities, education, training and the world of work.
C:C1 Acquire Knowledge to Achieve Career Goals
C:C1.1 Understand the relationship between educational achievement and career success
C:C1.2 Explain how work can help to achieve personal success and satisfaction
C:C1.3 Identify personal preferences and interests inuencing career choice and success*
C:C1.4 Understand that the changing workplace requires lifelong learning and acquiring new
skills
C:C1.5 Describe the e!ect of work on lifestyle
C:C1.6 Understand the importance of equity and access in career choice
C:C1.7 Understand that work is an important and satisfying means of personal expression*
C2 Apply Ski"s to Achieve Career Goals
C:C2.1 Demonstrate how interests, abilities and achievement relate to achieving personal, social,
educational and career goals*
C:C2.2 Learn how to use conict management skills with peers and adults*
C:C2.3 Learn to work cooperatively with others as a team member*
C:C2.4 Apply academic and employment readiness skills in work-based learning situations such
as internships, shadowing and/or mentoring experiences
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Goals for Career Development Interventions
(based on the ASCA National Model)
Goals
As students engage in various career development interventions, they should
be able to reiterate the following goals upon completion of the program:
!Authors Note: the listed goals may be chosen or combined in any order to
facilitate a career development program. This list is exhaustive when it comes
to the National Model, but may be adapted, combined, or mixed around when
it comes to your specic implementation"
I#statements...
I can see and better understand the variety of traditional and nontraditional occupations
!C:A1.2"
I understand that I have personal abilities, skills, interests and motivations !C:A1.3"
I know how to interact and work cooperatively in teams !C:A1.4"
I can make positive decisions !C:A1.5"
I can begin to develop goals for myself !C:A1.6"
I have an understanding of my personal areas of interest !C:A1.8"
I will develop hobbies and vocational interests !C:A1.9"
I can balance between work and leisure time !C:A1.10"
I understand the importance of skills such as working on a team, problem#solving and
organizational skills !C:A2.1"
I have developed a positive attitude toward work and learning !C:A2.7"
I understand the importance of responsibility, dependability, punctuality, integrity and
e$ort in the workplace !C:A2.8"
I have learned how to utilize time# and task#management skill !C:A2.9"
I have identied personal skills, interests and abilities and have related them to current
career choice !C:B1.2"
I can use research and information resources to obtain career information !C:B1.5"
I have learned to use the Internet to access career#planning information !C:B1.6"
I can better understand traditional and nontraditional career choices and how they relate
to career choice !C:B1.7"
I can identify personal preferences and interests inuencing career choice and success
!C:C1.3"
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I understand that work is an important and satisfying means of personal expression
!C:C1.7"
Demonstrate how interests, abilities and achievement relate to achieving personal, social,
educational and career goals !C:C2.1"
Learn how to use conict management skills with peers and adults !C:C2.2"
Learn to work cooperatively with others as a team member !C:C2.3"
Example Interventions
Listed below are a variety of some of the best career development interventions that are
available today. These have been either created by the author, found on various sites or in
various texts !cited below", or have been passed by word of mouth. This list can be used
!and adapted" in its entirety in creating an overall career development program or can be
used as a springboard for ideas and future implementation.
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These Are a Few of My
Favorite (and Not So
Favorite) Things
Adapted from the Missouri Center for Career Education (L. Lueckenho!, J. Monteiro-Leitner,
S. Sevier) and Steven Rockey
For K-1st, 20-30 minutes
Objectives
1. Students will think about what they like (or dont like) to do (C:A1.3 ; C:A1.8)
2. Students will discuss with each other some of their favorite and least favorite activities
(C:A1.9 ; C:A1.8)
3. Students will see that they are all di!erent, but that they all have important ideas to share
(C:C2.3)
Materials
2 puppets of your choice
These Are a Few of My Favorite Things Activity Sheet
Sharing Circle Ball
Procedures
1. Puppets will ask the students the questions: Is it important to have things you like to do?
Why? Is it okay not to like every thing you do? Do you have favorite things you like to
do at school and home? Do you have least favorite things you like to do at school and
home? The puppets will follow with an energetic discussion of their favorite and least
favorite things at school and at home.
2. Puppets will interact with students, asking three or four students what their favorite
subjects are at school.
3. Puppets will continue the discussion by asking what activities the students like and
dislike doing when they are at home. The puppets will ask three or four additional
CAREER DEVELOPMENT INTERVENTIONS FOR ELEMENTARY STUDENTS
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students to share their least favorite things at home (encourage contributions from all
students).
4. Puppets will hand out a These are a Few of My Favorite or Not So Favorite Things
Activity Sheet. In the first column, students will draw one thing they like to do at school
and one thing they like to do at home. In the second column the students will draw a
least favorite activity or thing for school and another for home.
5. Upon completion of the activity sheet, the puppets will instruct students to bring their
activity sheet and join the Sharing Circle. Each student will share what they like best/
least at school and home. The puppets will pass the Sharing Circle Ball to the student
who starts the Sharing Circle process.
6. The counselor asks: How did you decide what you like or dont like?
7. Puppets will facilitate students summarization of the discussion, emphasizing: a.) that
each child had great ideas; b.) that there were so many different ideas; c.) that it is
important to remember that everyone has different and similar favorite and not so
favorite things he or she does.and thats okay! d) our favorite or not so favorites will
change as life goes on and people grow and change.
8. Puppets thank the students for allowing them to visit their classroom, and promise to
return.
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Career Day
Steven Rockey
For K-5, 1 hour+
Objectives
1. Students will be able to explain what di!erent jobs are represented within their community
(C:B1.7 ; C:A1.2)
2. Students will ask the questions that they have brainstormed beforehand and will engage
with the various presenters on any questions (C:B1.5)
3. Students will compare their skills, preferences, hobbies, and attributes to the various careers
observed (C:B1.2)
Materials

Notecards (for writing down questions prior to the visitors arriving)

Members of your community from various occupations

Patience, exibility, and a sense of humor

Procedures
1. Most of the work with this activity will occur weeks in advance of the lesson. As a facilitator,
it is necessary to reach out to members of the community in coming to share some basic
information about what they do. Seek connections you already have within the school
(husbands/wives of teachers or other sta!, connections they have, your administration,
people that you know within the community) and dont be afraid to ask around. This is an
intensive lesson but will greatly benet your students.
2. Before the lesson, prep the children on what careers will be observed today and have them
come up with some questions beforehand. Have them write their questions down on the
notecards provided and then let them know to have them handy for when the presenters ask
for questions.
3. After all presenters present, process the presentations with your students: what stood out to
them? What did they learn about a career that they didnt know beforehand? What did they
learn about themselves? Take some time to bounce around the room and understand
everyones perspective.
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Career Excursion
Steven Rockey
K-5, a morning or an afternoon
Objective
1. Students will investigate a particular career rsthand, in its respective environment (C:A1.2 ;
C:B1.7)
2. Students will be able to explain how the career theyve observed connects to the real world
(C:A1.2 ; C:B1.7)
3. Students will describe what skills are necessary to work in that specic work environment
(C:A2.8 ; C:C2.1)
Materials

Volunteers to help on the day of the eld trip

A particular place of employment to visit

Notecards for questions

Procedures
1. Make sure to plan the visit to a workplace at least a month or so in advance. Coordination is
key here--selecting a business to visit, making any transportation arrangements, getting any
volunteers necessary, etc.
2. Before embarking, have the students buddy up with a partner for the trip. This will help you
(and the volunteers) keep tabs on students as well as help the students process what they are
seeing. Have some questions for the students to ask their buddy as they go through the tour:
Whats interesting? What do they see? Etc. Also have students write down questions they
have for the workers with their buddies.
3. Take time after the experience to debrief: What did they learn? How can they apply what
they learned to what they like to do? Do they want to do something like this someday? Do
they not? Get creative and get the students engaged.
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Where Do I Fit?
Adapted from the Missouri Center for Career Education (L. Lueckenho!, J. Monteiro-Leitner,
S. Sevier)
For 3rd-5th, 30 minutes
Objectives
1. Students will explore their various likes and dislikes when it comes to careers (C:C1.3 ;
C:A1.8)
2. Students will relate the inventory theyve taken to careers available in the world of work
(C:B1.2 ; C:C1.3)
3. Students will recognize what their preferences are now and how they may change over time
(C:C1.7 ; C:C2.1)
Materials

Where Do I Fit Activity Sheet

Job Activity Picture Sheet

Procedures
1. Counselor will explain that it is important to know your strengths and interests because
this knowledge helps each person make informed decisions for his/her own future.
2. Counselor will distribute the Where Do I Fit? Activity Sheet. Provide time for students
to read through the inventory and to ask questions. Students will be instructed to mark
those items that most reflect what they like and can do well and their work preferences.
3. When students are finished, the counselor will ask the students to look at the Job Activity
Picture Sheet of community workers. Students will review at their chosen attributes, and
will compare them to the attributes that they think specific community workers might
use in the jobs pictured.
4. Counselor will guide students in developing a list of jobs that match students
preferences.
5. The counselor will instruct the students to choose five community workers from the Job
Activity Picture Sheet with whom they identify AND two occupations that do not match
their preferences. The counselor will ask each student to briefly describe the
contributions to the community of one worker whose work matches the students
preferences and one worker whose preferences are very different from the student. (The
counselor may choose to do this activity with individual students or in small groups.)
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6. The counselor will ask each student to tell one new thing that they learned about him or
herself during the lesson.
7. Counselor will determine best method for retaining students completed Where Do I
Fit Activity Sheets. They will be in references in subsequent lessons and will provide a
means of comparing today preferences with tomorrows (in this case tomorrow
means next year).
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Exploring Careers
Through Multimedia
Steven Rockey
K-3, 40 minutes
Objective
1. Students will develop an understanding of how important information on careers can be
found through multimedia (especially the Internet) (C:B1.6 ; C:B1.5)
2. Students will explore the career website Paws in Jobland and will engage in discussion
after exploration (C:B1.6 ; C:B1.5)
3. Students will describe their personal interests, preferences, and potential hobbies through
the provided website (C:A1.9 ; C:A1.8 ; C:C1.3)
Materials

Access to a computer lab

Procedures
1. Direct students to http://paws.bridges.com/cfnc1.htm. This site, called Paws in Jobland,
takes students on a tour of various careers and career interests within a town. The students
are led by Paws, a puppy, that seemingly has a great deal of knowledge about careers.
2. Give the students a chance to explore the ctional town Jobland and see what interesting
stu! they can nd.
3. Direct the students to the career inventory section of the site and have the students take the
inventory. After, discuss the results with the students. What surprised them? Are the
careers that are pointed out what they thought they would be?
4. Use the remainder of the time for more exploration, more questions and answers, as well as
more discussion on what jobs theyve found and how they relate these jobs to their
inventories.
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Women and Men at
Work
Adapted from Career Development Interventions in the 21st Century (S. Niles and J. Harris-
Bowlsbey)
4th-5th, 45 minutes
Objective
1. Students will examine gender-role stereotyping that happens within the workplace (C:A1.2 ;
C:B1.7)
2. Students will see that what occupation they choose doesnt have to be based on gender
(C:A1.2 ; C:B1.7)
Materials

Two ip charts

Markers
Procedures
1. Students should be asked to think about the workers that they see in any given day.
2. Next, ask the students to list on a sheet of paper the workers they see each day and whether
they are male or female (e.g. principal--male, teacher--female, etc.).
3. Using the two ip charts, label one men and the other women. Have students call out
occupations that they have noticed. List the occupation under either women or men
depending on the gender of the worker in the occupation the student noticed.
4. Discuss the overlap of occupations on the men and women charts. Ask the students what
conclusions they draw from the overlap. For occupations listed only on one chart, ask
students to discuss whether they think a person of the opposite gender could perform those
jobs. Challenge gender based assumptions held by students.
5. Emphasize the importance of not assuming that an occupation is for women only or men
only just because a particular occupation is more populated by one gender over another.
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Responsibilities
Adapted from Developmental Guidance for St. Paul School Counselors (B. Coleman) and
Steven Rockey
3rd-4th, 40 minutes
Objective
1. Students will dene the role of responsibilities in everyday life (C:A2.8)
2. Students will apply the concept of responsibilities to the workplace (C:A2.8)
3. Students will analyze that responsibilities are not just for their parents/guardians, but that
they also have responsibilities that are very important (C:A2.8)
Materials

Chart paper

Markers
Procedures
1. Start by discussing responsibilities. What are responsibilities? What are some that your
parents/guardians have? What are some responsibilities you have?
2. Have students work individually or in small groups to brainstorm responsibilities they have
at home, at school and any other responsibilities they can think of. Have them divide a piece
of paper into three sections: at home, at school, and other and list their responsibilities in
these sections.
3. Come back together as a group. Hang chart paper with the following titles: Responsibilities
at Home, Responsibilities at School, Other Responsibilities
4. Invite groups to share their ideas to add to the chart.
5. Encourage the students to either act out or draw a responsibility to share with the class.
6. Explain that as adults, we have many responsibilities related to our jobs, homes, and other
places. If you want to do well at your job, you need to take your responsibilities seriously.
7. As students, you can practice taking your responsibilities seriously every day.
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Working Together
Steven Rockey
3rd-5th, 35-40 minutes
Objective
1. Students will relate the importance of collaboration and working together on a common task
(C:A2.1 ; C:C2.3)
2. Students will discuss the importance of working together in various settings within everyday
life (C:A2.1 ; C:C2.3)
3. Students will put into practice the concepts of working together while emphasizing the
importance of collaboration within the workplace (C:A2.1 ; C:C2.3)
Materials

3-5 grade level appropriate puzzles

Paper

Markers
Procedures
1. Group students into 3-5 groups (depending on class size). Say that we are going to do an
exercise having to do with working together and cooperation. Discuss the importance of
those topics, the meaning of those topics, and answer any questions if necessary.
2. Before passing out the puzzles to groups, remark that this is not a race. It doesnt matter
who nishes rst or last, but that you complete the task at hand.
3. After the groups nish the puzzles, ask the students how the exercise went. Did they work
together? Did they not? How did this a!ect how the puzzle was completed? Further
process the experience with the children.
4. After processing, have students get back into their groups and brainstorm settings and
situations when it would be important to work together with one another. Encourage
creativity.
5. Wrapping the activity up, connect the concept of working together to everyday life, to
school, and nally to the workplace. If they havent mentioned it, mention how important it
is to work together in the world of work as an adult.
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Sources
American School Counselor Association (2004). ASCA
National Standards for Students. Alexandria, VA: Author
Niles, S. G., & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st century.
(4th ed.). Pearson.
http://www.missouricareereducation.org/project/guidelsn/cd1
http://paws.bridges.com/cfnc1.htm
http://static.pdesas.org/content/documents/ASCA_National_Standards_for_Students.pdf
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