Accomplishments is a list of words the student estimates that he/she has accomplished. This warms the stage for the process of exploring job shadow choices. Permission for use of this revised tool is in process. The "Informational Interviewing" has been provided with the author's permission to this short version of the original document listed on their website titled: Quintessential Careers: College, Careers, and Jobs Guidance (http://www.quintcareers.com/informational_interviewing.html). This info was reduced to accommodate student's with learning disabilities in order to simplify and hold reader interest for instructional time constraints. Delavan Darian School District in WI developed the Job Shadow Research assignment in the early 1992-95 era. This model was revised to present format. The Job Shadow Checklist, Application and Job Coach slide are originals.

The author of this document, "Informational Interviewing" provided permission to shorten the original version of this document listed on their website titled: Quintessential Careers: College, Careers, and Jobs Guidance (http://www.quintcareers.com/informational_interviewing.html). This info was reduced to accommodate students with learning disabilities in order to simplify and hold reader interest for instructional time constraints. During 2012 states are in the process of working to align their education systems with the Common Core State Standards (CCSS).* Competencies in this contribution matching the Texas Essential Knowledge and Skills TEKS? for Career Development §127.13: Sub Chapter B. High School – Grades 11-12 are going through a revision process that will be completed by 2013. Other matching competencies in: The National Career Development Guidelines (NCDG) Framework (2004) under the Career Management Domain (latest revision 2009). After these three resources are updated, specific competencies identified in this contribution will become aligned. A list of outdated competencies can be obtained from this author upon request. *Achieve (May, 2012) Common Core Standards & Career and Technical Education
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Directions are included in the body of the worksheet. This worksheet assists students to explore meaningful career interests and preferences. Students begin to evaluate their unique skills and strengths. By utilizing this list of verbs, facilitators can engage the student, provide an opportunity for introspection (self-awareness) and assist students to identify the impact of their personal accomplishments in relationship to choosing meaningful jobs. Job choices, factor into the student's final selection as to what career they decide to research for completing a Job Shadow experience. The job shadow experience in the community takes 3 to 4 hours of time for the student to observe a job of interest (w/approximately 15 min or less for questions). This list of words strikes up conversations that are vocational in purpose. The accomplishment becomes expanded, elaborated, and linked to similarities that may develop into a pattern of preferences. Key ideas are added to a student's portfolio. Optional: Game: how many contributions can we locate in your accomplishments (predict # & total up at the end #). Instructor's note: most students underestimate what they have accomplished. The original list of word were reduced and revised. The original author of this list of words could not be located (out of print?).
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The complex nature adding content to a schedule for most school systems can become a positive contribution when staff are prepared to plan with the big picture in mind. This guide serves to highlight the importance of collaboration and communications with school administration, teachers and employers who become involved in the process of assisting a student to complete a 3 to 4 hour job shadowing experience in the community.
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This is a career planning resource guide. Students can locate websites as referenced in: Job shadow research worksheet and the 4 page Portfolio recording worksheet. It is an optional item although most teachers have found this to be an asset to reference for students. Content includes wesites on: scholarship, financial aids, training courses and supports. Websites for job searching and self-assessment also allow individuals to expand on career goals following the job shadowing project. It was selected by the Wisconsin Division of Vocational Rehabilitation for posting in weekly the State Bulletin (2005)
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Parent/Guardian permission is a required step in this process. This step in the job shadow process follows after the student has completed the Job Shadow application where teacher feedback assists to verify that the student is in good academic and behavior standing. It is recommended that both the written signature and verbal confirmation be assinged to a specific staff person to avoid errors in scheduling with the school and the employer.
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Two page questionnaire for student to complete before a Job Shadow match is prepared in the community. Parent permission follows this worksheet in the Job Shadow application (verification that the student is in good standing). Adapted from a model developed by the Delevan Darian School Dist, WI
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