GUIDANCE AND CAREER EDUCATION PROGRAM … · POLICY FOR ONTARIO ELEMENTARY AND SECONDARY SCHOOLS...

GUIDANCE AND CAREEREDUCATION PROGRAMPOLICY FOR ONTARIOELEMENTARY ANDSECONDARY SCHOOLS

1999

Ministry of Educationand Training

Contents

Preface 3

Introduction 5Rationale 5Key Features of the Program 6Goals 6

Program Considerations 11Program Planning 11Meeting the Needs of All Students 12

Program Delivery Components 14The Ontario Curriculum – Elementary

and Secondary 14Orientation and Exit Programs 15The Annual Education Plan 16Academic and Career Portfolios 17The Teacher-Adviser Program 18Career Exploration Activities 19Workshops, Seminars, and Small Groups 20Mentorship Programs 20Peer Assistance Programs 21Individual Assistance and Short-Term

Counselling 21Program Advisory Teams 23

Assessment and Evaluation 24Reporting to Parents 25Program-Effectiveness Surveys 25

Roles and Responsibilities 26Principals 26Guidance Counsellors, Teacher-Advisers,

and Other Teachers 27Students 27Parents 27Community Partners 29

Implementation Schedule 31

Une publication équivalente est disponible en français sous le titre suivant : Des choix qui mènent à l’action – Politique régissant le programme d’orientation et de formation au cheminement de carrièredans les écoles élémentaires et secondaires de l’Ontario, 1999.

This publication is available on the Ministry of Education andTraining’s World Wide Web site at http://www.edu.gov.on.ca.

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Choices Into Action describes the purpose and importance of Ontario’s guid-ance and career education program, its content, and its unique approach toteaching and learning. It describes the approaches that principals and teach-ers are expected to take when teaching students how to develop their learn-ing skills, interpersonal skills, and knowledge and skills in the area of careerplanning. It also outlines program planning strategies, accountability meas-ures, and the roles and responsibilities of all involved – principals, teachers,students, parents,1 and community partners.

The policies outlined in this document complement related provincial poli-cies outlined in Ontario Secondary Schools, Grades 9–12: Program and DiplomaRequirements, 1999 and in the elementary and secondary school curriculumpolicy documents.

This document replaces sections 1.8 and 2.3 of Transition Years, Grades 7, 8,and 9: Policies and Program Requirements, 1992 and all sections of Guidance,Intermediate and Senior Divisions, 1984, except for references to credit coursedevelopment and delivery.

Preface

1. Throughout this document, parents is used to refer to both parent(s) and guardian(s).

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RATIONALE

For their educational, social, and career success in the twenty-first century,students will require effective work habits and the ability to make sounddecisions, solve problems, plan effectively, work independently, communicatewell, research, evaluate themselves realistically, and explore new educa-tional and career opportunities. A carefully planned guidance and careereducation program, beginning in the elementary grades and continuingthrough secondary school, will help students acquire these skills.

Students must learn and develop skills at school that will help them becomemore independent and responsible individuals. They must be able to applywhat they learn in school to other areas of their lives. They must learn towork cooperatively and productively with a wide range of people, to set andpursue education and career goals, to evaluate their achievement of thesegoals, and to assume their roles as responsible citizens. A comprehensiveguidance and career education program will provide students with an under-standing of the concepts in the three areas of learning in the program (studentdevelopment, interpersonal development, and career development) and withmany opportunities to practise new skills in structured and supportive set-tings. It will allow them to learn from their experiences and accomplish-ments, and to apply their skills and knowledge in the classroom, in theschool with their peers and teachers, and in the community. It will alsoinvolve parents, community partners, teachers, teacher-advisers, guidancecounsellors, and community mentors in the program.

The guidance and career education program will help students relate whatthey learn in school to the community, understand and value education, rec-ognize the learning opportunities available to them, make choices fromamong those opportunities, and adapt to changing circumstances. It will helpthem make transitions throughout their lives – from family to school, fromschool to school, from school to work, and from school to lifelong learning.Through learning activities that emphasize managing time, completing tasks,

Introduction

C H O I C E S I N T O A C T I O N

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setting goals, resolving conflicts, volunteering,collaborating, and cooperating, students willlearn self-discipline, personal and social respon-sibility, and respect for others from diverse cultures.

KEY FEATURES OF THE PROGRAM

Building on the good practices currently in placein many Ontario schools and classrooms, aneffective guidance and career education programincludes the following important key features:

– clearly stated competencies for students inGrades 1 to 6, Grades 7 and 8, and Grades 9to 12

– a range of career exploration activities in thecommunity

– completion of the compulsory half-creditCareer Studies course as a secondary schoolgraduation requirement

– preparation of an annual education plan foreach student, beginning in Grade 7 and con-tinuing to the end of secondary school

– a teacher-adviser for students in Grades 7 to 11

– individual assistance and short-term counselling

– a program advisory team

– a program-effectiveness survey, conductedevery three years, with recommendations forrevising the program

As already noted, teaching and learning in theguidance and career education program involvesa variety of instructional settings and roles, aswell as the involvement of community partners.Students acquire knowledge and skills not onlythrough the provincial curriculum, but also

through the teacher-adviser program, theirdevelopment of annual education plans, eventssuch as job-shadow days, work experienceopportunities, and cooperative education.Students learn from the active involvement ofand direction from teachers, teacher-advisers,and guidance counsellors. The program’s struc-tured teaching and learning approach systemati-cally builds each year on the previous year’slearning.

GOALS

The goals of the guidance and career educationprogram are that students:

– understand the concepts related to lifelonglearning, interpersonal relationships (includingresponsible citizenship), and career planning;

– develop learning skills, social skills, a sense ofsocial responsibility, and the ability to formu-late and pursue educational and career goals;

– apply this learning to their lives and work inthe school and the community.

The goals have been organized into three areasof knowledge and skills: student development,interpersonal development, and career development.In each area, the knowledge and skills requiredwill change as students proceed through ele-mentary and secondary school. Although some-times distinct, these areas of learning and theirinterconnectedness should be reflected in eachschool’s guidance and career education program.

Student development. Students will learn to setand achieve learning goals both inside and out-side school, manage their own learning, andacquire the habits and skills necessary for suc-cess both inside and outside school. As students

I N T R O D U C T I O N

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develop the ability to understand how theylearn, recognize areas that need improvement,set goals for improvement, monitor their ownlearning, and become independent learners,they are acquiring the basic habits and skillsthey will require for lifelong learning.

Interpersonal development. Students will learnto demonstrate self-discipline, take responsibil-ity for their own behaviour, acquire the knowl-edge and skills required for getting along withothers both within and beyond the school, andchoose ways of interacting positively with othersin a variety of situations. They will also learnabout thoughtful and non-violent problem reso-lution, social responsibility, working coopera-tively with others, and caring about others.

Career development. Students will learn how tomake informed and appropriate choices toensure their successful transition from elemen-tary to secondary school and from secondaryschool to further education, training, and work.This involves the acquisition of the knowledgeand skills required to make informed andresponsible decisions at key transition pointsthroughout elementary and secondary schooland in preparation for leaving secondary school.Students will also assess their interests, compe-tencies, and achievements; explore and evaluateeducation and career opportunities; make appro-priate choices from among those opportunities;collect and interpret information; set goals; andcreate and evaluate plans for the future.

The content of the guidance and career educa-tion program is represented by the three areasof learning and defined by the competenciesthat students acquire over a period of time.Teachers, teacher-advisers, and guidance coun-sellors play an important role in monitoring andevaluating students’ progress in acquiring thecompetencies described for Grades 1 to 6,Grades 7 and 8, and Grades 9 to 12. The threeareas of learning and the competencies that stu-dents acquire provide a guide for program devel-opment and evaluation.


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Areas of Learning

Student development

• learning skills, prefer-ences, and strategies(e.g., memorizing,working independ-ently, assessing them-selves, managing theirtime)

• setting goals and monitoring progress

• adapting to change

• lifelong learning

In Grades 1 to 6, studentswill learn to:

– demonstrate theirunderstanding of anduse learning skills andstrategies in their classroom learning

– demonstrate the abilityto follow school andclassroom rules androutines

– use goal-setting skills toimprove their schoolwork

– identify improvementin their work resultingfrom goal setting

– identify the skillsrequired for makingtransitions to new situ-ations (e.g., a newschool or class)

– understand and applylifelong learning skills(e.g., communicating,organizing, researching)to all of their subjects

In Grades 7 and 8, students will learn to:

– demonstrate theirunderstanding of andapply learning skillsand strategies to theirown learning

– recognize their ownlearning preferences

– demonstrate theirunderstanding of theimportance of theschool’s code of behav-iour and of actingaccording to that code

– explain their progressin meeting long- andshort-term goals relatedto education plans andimproving their schoolwork

– use goal-setting skills appropriately torevise their goals inresponse to changing circumstances

– apply transition knowledge and skills(e.g., identifyingresources for assis-tance) to making thetransition to secondaryschool

– use school and community resourcesto support their learning needs


– apply a variety oflearning skills andstrategies to a varietyof situations

– demonstrate the abilityto respond appropri-ately and thoughtfullyto directions fromteachers, administra-tors, and employers

– use goal-setting andself-management skillsin a variety of situa-tions both inside andoutside school

– develop their own up-to-date annual education plans

– apply transition knowl-edge and skills to mak-ing transitions and toadapting to postsec-ondary destinations(e.g., financial planning,completing applications,selecting programs)

– apply lifelong learningskills (e.g., communica-tion, research, andemployability skills) totheir personal educa-tion and career plans

I N T R O D U C T I O N

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Areas of Learning

Interpersonal development

• self-management

• getting along with others

• social responsibility

Career development

• self-assessment


– demonstrate theirunderstanding ofsocially acceptableresponses to a varietyof situations in school

– identify the variety ofcharacteristics, skills,competencies, qualities, and talents of others

– demonstrate theirunderstanding of usingskills to build positiverelationships at school(e.g., cooperating withothers)

– demonstrate theirunderstanding of“being a responsiblecitizen” in the class-room and the school


– identify their personalinterests, strengths,competencies, andaccomplishments


– demonstrate the skillsand knowledge neces-sary to manage theirown behaviour (e.g., self-control, therole of emotions, angermanagement)

– demonstrate appropri-ate behaviour at schooland in the community(e.g., respect for self,family, others, property)

– describe the manyaspects of relationships,and explain anddemonstrate how skills(e.g., conflict-resolution,peer helping, and lead-ership skills) are usedto interact positivelywith others in diversesettings at school andin the community

– demonstrate the abilityto accept and respondto the direction ofteachers and administrators

– demonstrate socialresponsibility both atschool and in the com-munity (e.g., participat-ing in student elec-tions; acting as readingbuddies)


– apply their knowledgeof their personal inter-ests, strengths, abili-ties, and accomplish-ments to planning anddecision making


– use personal skillsappropriately toencourage responsiblebehaviour in others ina wide range of situations

– demonstrate appropri-ate behaviour at school,in the community, andwith employers

– apply skills (e.g., med-iating, peer helping,leadership skills) tobuild positive relation-ships in diverse set-tings at school, in thecommunity, and in the workplace

– demonstrate socialresponsibility in thecommunity (e.g., can-vassing for the CancerSociety)


– apply their knowledgeof their personal inter-ests, strengths, abili-ties, and accomplish-ments to choosing andplanning a postsec-ondary education orcareer path


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Areas of Learning

Career development (cont.)

• exploring and obtaininginformation about edu-cation, training, andcareers

• work, society, and theeconomy

• awareness of opportunities

• education and careerdecisions

• employability


– identify jobs and occu-pations in the commu-nity related to schoolsubjects

– describe the connec-tions between individuals and work(e.g., employees workfor companies, whichpay them a salary)

– learn and apply decision-making andproblem-solving skills


– identify sources of edu-cational and careerinformation (e.g., theInternet, employmentcentres, the community)

– investigate and com-pare a variety of jobs,occupations, and careeropportunities

– describe sectors of theeconomy in the local,provincial, and globaleconomies (e.g., thevolunteer sector, themanufacturing sector)

– describe opportunitiesin secondary school

– use decision-makingand problem-solvingskills appropriately tocomplete their annualeducation plans

– use in-school and out-of-school experiences,activities, and intereststo learn more abouttheir potential


– demonstrate how tolocate, interpret, evalu-ate, and use varioussources of educationand career information

– demonstrate under-standing of how to useeducation and careerexploration skills todevelop personal, edu-cational, or career plans

– demonstrate under-standing of the work-place (e.g., health andsafety issues)

– describe how changestaking place in theeconomy, the environ-ment, and societyaffect the job market

– describe the variety of volunteer, employ-ment, educational, andcareer opportunities,including self-employment

– apply decision-makingand problem-solvingskills to their postsec-ondary education orcareer paths

– demonstrate theirunderstanding ofemployability skills(e.g., job search, inter-view, job readiness,employment sustain-ability, and entrepre-neurial skills)

– evaluate their personal,educational, or careerplans in light of theircommunity or work-place experiences

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Program Considerations

PROGRAM PLANNING

With the assistance of the school’s guidance and career education programadvisory team (see “Program Advisory Teams” on page 23) and school staff,the principal will ensure the development of a comprehensive written guid-ance and career education program plan, which will include the following:

– a description of the competencies that students acquire

– the combination of components (e.g., the Ontario curriculum and creditcourses, annual education plans for each student, a teacher-adviser pro-gram) to be used and a description of how each component will be imple-mented, including delivery methods (by whom, for whom, by when),assessment strategies, and methods of reporting to parents

– a clearly defined process for referring students for individual assistanceand short-term counselling, including follow-up procedures

– the projected date for the next program-effectiveness survey

– strategies for providing student access to up-to-date educational andlabour market information and resources (human and material), whichstudents require to make informed decisions

– an overview of the accommodations that may be made for exceptional students, students for whom English is a second language (ESL), andNative students

The plan ensures that teachers, students, parents, and community partnersare aware of the goals of the guidance and career education program andhow it is being delivered. Each school’s guidance and career education pro-gram plan will be available on request and reviewed and updated annuallybased on ongoing feedback from students, parents, teachers, teacher-advisers, guidance counsellors, employers, community agencies, and theschool council. The program will be revised every three years based oninformal feedback as well as information from the program-effectivenesssurvey (see page 25).


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MEETING THE NEEDS OF ALL STUDENTS

Exceptional StudentsGuidance and career education issues are veryimportant to those students who have beenidentified as exceptional. These students mayhave to manage significant issues related to theirexceptionalities. They may also face challengesrelated to their sense of identity, their develop-ment of self-confidence, their realistic self-assessment of their abilities, and the develop-ment of strategies for overcoming barriers andmaximizing independence.

Some exceptional students may experience diffi-culty in making the transition from one gradelevel or course to another, from one school orschool district to another, and from secondaryschool to postsecondary education, work, orcommunity living. Detailed planning, includingmodifications to orientation and exit programs,that reflect the recommendations of students’Individual Education Plans (IEPs) will helpthese students progress more smoothly. SinceSeptember 1998, school boards are required toinclude a transition plan as part of the IEP foreach exceptional student aged fourteen or over(except for students identified solely as gifted).

Schools are in the unique position of being ableto provide a variety of coordinated activities tomeet each exceptional student’s strengths,needs, and interests, leading to further educa-tion, work, and/or community living opportuni-ties. Each exceptional student’s success inaccessing postsecondary options and the neces-sary supports in the future depends onadvanced planning, as well as linkages withother community agencies and other partners.

To help deal with the many challenges thatexceptional students may face, starting inGrade 7, all exceptional students and their par-ents and teacher-advisers should take into con-sideration the students’ IEP when they developannual education plans (see page 16).

The annual education plan and the IEP (particu-larly the transition plan portion of the IEP) havesimilarities in that both:

– take into account the student’s particularstrengths, interests, and needs, as well as theexpectations for the student’s learning duringthe school year;

– are a tool to help teachers monitor and com-municate student growth;

– are developed with reference to the samekinds of focus questions (e.g., What are thestudent’s goals and aspirations? How effectiveare the strategies and resources selected tosupport the student’s learning? Shouldchanges be made?);

– are flexible, working documents that can beadjusted as necessary.

They are different in that the annual educationplan is developed by the student with the assis-tance of parents and a teacher, while the IEP(including the transition plan) is developedunder the direction of the principal, with theparticipation of parents, the student, andbroader school board and community agencypersonnel as appropriate. The IEP therefore con-tains more detailed information that is not gen-erally found in the annual education plan (e.g.,the identification of modified or alternativelearning expectations where appropriate; accom-modations required; assessment and evaluationstrategies).

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In planning and providing for the guidance andcareer education needs of exceptional students,principals will ensure that there is a process to:

– correlate students’ annual education plans(starting in Grade 7) with their IEPs (includ-ing transition plans);

– ensure that students have equitable access tocareer exploration opportunities that reflectthe goals set out in their annual educationplans and IEPs;

– ensure that teacher-advisers and guidancecounsellors receive the information they needto provide the necessary and appropriate sup-port for these students.

English As a Second Language (ESL) and English Literacy Development (ELD)StudentsStudents for whom English is a second languageor who require support in developing theirEnglish skills (ESL/ELD students) need time toacquire the language skills they require to par-ticipate fully in the guidance and career educa-tion program. They may also need additionalsupport to become oriented to the Ontarioschool environment while learning a new lan-guage in a new culture. Special attention shouldbe given to helping them with their course selec-tions and choice of postsecondary destinations.Given that language acquisition follows a contin-uum, students’ current level of language profi-ciency should be a factor, but not a barrier, intheir choice of courses and postsecondary desti-nations. Annual education plans will allow forongoing review and revision of course selectionsand education and career goals.

To help ESL/ELD students and their parentsbenefit from the guidance and career educationprogram, it is recommended that, where appro-priate, ESL/ELD teachers be part of the schoolguidance and career education advisory teamand help ESL/ELD students develop their annualeducation plans.

Native StudentsSchools serving Native students should considerthe range of these students’ needs, particularlystudents from a remote First Nations commu-nity who need to become oriented to a differentschool environment in a new community.Schools with Native students should considermaking Native counsellors or mentors availableto help students adjust to a new setting, selectappropriate courses, clarify their postsecondarydestinations, and develop their annual educationplans.

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Program Delivery Components

Principals and teachers use a combination of the following program deliverycomponents to deliver the guidance and career education program and pro-vide students with opportunities to meet the program goals.

THE ONTARIO CURRICULUM – ELEMENTARY AND SECONDARY

The Ontario curriculum is one component through which students achievethe competencies of the guidance and career education program.

Elementary schools. To align the guidance and career education programwith the Ontario curriculum, teachers in elementary schools need to ensurethat classroom learning across all the grades and subjects provides ampleopportunity for students to learn how to work independently (includinghomework completion), to cooperate with others, to resolve conflicts withothers, to participate in class, to solve problems, and to set goals to improvetheir work.

Secondary schools. Ontario curriculum policy documents include expecta-tions for secondary school students related to the program goals of guidanceand career education. In helping students meet these curriculum expecta-tions, teachers will help them make connections among the knowledge andskills acquired in all disciplines. Students will also learn to make connec-tions between the knowledge and skills they are acquiring at school and theknowledge and skills required by postsecondary educational institutions,apprenticeship programs, and employers.

The curriculum document for guidance and career education outlines expec-tations for students in credit courses such as Career Studies, which is a compulsory course.

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ORIENTATION AND EXIT PROGRAMS

Orientation ProgramsTo help students who are new to a school toadjust and to provide them with informationabout the programs and services available, theprincipal of each school is responsible for devel-oping an orientation program. Such programswill be designed to help students adjust toschool at key transition points, such as entryinto a new school and the move from elemen-tary to secondary school. Students who changeschools in midyear, as well as students enrolledfor the first time in schools operated by Ontarioschool boards, also need such programs.

Both the student and his or her parents willrequire information about the programs andservices offered by the school and the localboard and the name of the teacher who will bethe student’s main contact. In Grades 1 to 6, thiswill be a classroom teacher; in Grades 7 to 11,the teacher-adviser; and in Grade 12, the guid-ance counsellor. A tour of the school facilitywould also benefit all new students.

Students’ introduction to the school’s programsmust include the school’s code of student behav-iour and information about relevant school serv-ices and programs, including the academic pro-gram, the library resource centre, the specialeducation program, the availability of remedialsupport, the guidance and career education pro-gram, peer helpers, the student council, andopportunities for extracurricular activities. Insecondary schools, information about diplomarequirements, work experience, cooperativeeducation, and community involvement mustalso be provided. Each secondary school stu-dent and his or her parents will receive a copyof the secondary school’s course calendar and acopy of the student’s timetable.

While most students will make a successfultransition from one school to another, some willrequire additional assistance adjusting to newsituations. To integrate successfully into a newschool, those students who are recent arrivals toOntario may require specialized, planned, ongo-ing orientation programs. Students who havebeen identified as exceptional and those who areentering school in midyear or mid-semester mayrequire extra help in making an effective transi-tion to a new school and regaining their focuson academic achievement.

Exit ProgramsStudents leave school for a variety of reasons –they may move to a different town, transfer to anew school, graduate, or choose to pursue goalsoutside of school. The goal of an exit program isto help all these students make a successfultransition to the next stage of their lives.Principals are encouraged to prepare exit pro-grams that include a review of students’ annualeducation plans and future goals.

The exit programs for graduates should includethe following:

– a review of each student’s plans for postsec-ondary education, training, apprenticeship,independent living, or work

– information on university and college pro-grams, application and admission procedures,visits to campuses, and so on

– information on apprenticeship programs

– information on procedures for applying foremployment

– financial planning information


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The exit program for secondary students leavingschool before graduation should include the following:

– a review of their achievements to date and theissuing of a copy of the Ontario StudentTranscript as well as an Ontario SecondarySchool Certificate or a Certificate ofAccomplishment where appropriate

– discussion and clarification of their plans forthe immediate future (e.g., plans for inde-pendent living)

– information about education and trainingopportunities (e.g., evening courses, corre-spondence courses, readmission to secondaryschool)

– information on postsecondary educationoptions

– information about the community services andcommunity contacts available to help them

– information on procedures for applying foremployment

– financial planning information

– information on apprenticeship programs

All students leaving school should be encouragedto participate in an exit program.

THE ANNUAL EDUCATION PLAN

Developing an annual education plan will helpstudents take responsibility for their education,make informed decisions, and plan for thefuture with the help of parents, teacher-advisers,and guidance counsellors. The plan will includethe student’s goals for academic achievementand for learning both inside and outside school.While the annual education plan is compulsoryonly for students in Grades 7 to 12, teachers in

Grades 1 to 6 should encourage their students toset goals to improve their work and to reviewthe success of their personal efforts and choices.

Students in Grades 7 and 8 will research and con-sider the broad range of opportunities at the sec-ondary school level. Starting in Grade 8, students’annual education plans should include the coursesthey intend to select and the extracurricular activ-ities in which they may be interested. FromGrade 10, students’ plans should also includetheir tentative postsecondary destinations. Whenmaking plans for postsecondary activities, stu-dents should research and consider their options:continued study at university, college, or a voca-tional school; industry- or sector-based trainingsuch as apprenticeships and internships; or directentry into the work force. Students should con-sider the Ontario Youth Apprenticeship Programand school–work transition programs. Theyshould also consider related activities such as par-ticipation in career exploration activities, financialplanning, and preparation for independent living.

In the process of completing their annual educa-tion plan, students will learn about their optionsand choices, and of the impact of their decisionson their educational and career goals. In theplanning process students will set short- andlong-term goals, evaluate the achievement ofthose goals, and review their academic progress.They will come to understand the relevance oftheir studies to their personal goals and recog-nize the importance of having learning experi-ences beyond the classroom (e.g., communityservice, community involvement, volunteerexperience, part-time and summer work, per-sonal interests such as hobbies) and how thoseexperiences contribute to their overall develop-ment. Students in Grade 12 will be encouraged


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to develop and monitor their annual educationplan independently, set educational and careergoal, and access information required to makeeducation and career decisions with the supportof guidance counsellors.

Learning and using the process involved indeveloping an education plan is as important tostudents as are the actual plans themselves. Thesteps of this process include the following:

– reviewing any previous educational plans andIEPs where appropriate

– assessing their interests, achievements,strengths, and needs

– evaluating the achievement of previously setgoals

– identifying new short- and long-term goals

– identifying the resources (information andpeople) and strategies needed to reach thesegoals

– developing an educational or career plan

The planning process helps parents and teachersbecome aware of the goals students set forthemselves and the education programs they areconsidering. Provincial Report Cards encouragecommunication among students, their teachers,and their parents and are important to the reviewand revision of the annual education plan.

Because students benefit from constructive feed-back and encouragement, they will review theirannual education plan at least twice a year.Students in Grades 7 to 11 will review their planwith their parents and their teacher-adviser. InGrade 12, students should review their annualeducation plan with their guidance counsellors

and parents. It is important that students’ annualeducation plan from year to year be available tothe student and the teacher-adviser for reference.Where possible, copies of plans can be retainedin students’ academic and career portfolios.

The annual education plan of exceptional stu-dents must complement their IndividualEducation Plan (IEP). The IEP will also includetransition plans for exceptional students agedfourteen years and older, unless they are identi-fied only as gifted. (See “Meeting the Needs ofAll Students” on page 12.)

ACADEMIC AND CAREER PORTFOLIOS

Every elementary and secondary school studentshould be encouraged to develop and maintainan academic and career portfolio. The purposeof the portfolio is to demonstrate the student’spersonal accomplishments inside and outside ofschool. The encouragement of classroom teach-ers and parents is important to the developmentof useful academic and career portfolios.

If students continue to maintain their portfoliosfrom year to year by adding pieces of their bestwork each year, they will be able to see theirgrowth and progress over time and to becomeincreasingly aware of their own interests,strengths, needs, and aspirations. Selectingpieces of work that demonstrate their bestefforts, progress, and achievement, both insideand outside school, will help them makeinformed and realistic decisions about their per-sonal goals, future learning activities, immediateeducational goals, and long-term educationaland career goals. The evidence collected in anup-to-date portfolio provides a focus for parents,


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the teacher-adviser, and the guidance counsellorwhen discussing with students the preparationand revision of their annual education plan.

As students progress to secondary school, theymay also choose to assemble portfolios with par-ticular audiences in mind, such as the faculty ofa college or university program or a potentialemployer. Their portfolios can also be used todevelop résumés. Students should have easyaccess to their portfolios so that they can regu-larly update their contents.

THE TEACHER-ADVISER PROGRAM

To help students as they move from elementaryto secondary school and as they make decisionsabout secondary school courses and futuregoals, a teacher-adviser program will be estab-lished in schools for students in Grades 7 to 11.Each principal will assign teachers to act asteacher-advisers, who will each have regularlyscheduled contact with students for a minimumof one academic year. Although a teacher-adviser program is required for students inGrades 7 to 11, schools may also establish sucha program for students in Grades 1 to 6 andGrade 12.

Through participation in a teacher-adviser program, students will demonstrate:

– goal-setting, planning, and decision-makingskills;

– research and information management skills(including locating and accessing human andinformation resources) required for educationand career planning;

– the skills and knowledge needed to monitortheir academic progress.

Meetings of students and teacher-advisers willfoster a sense of community, collaboration, andcooperation among students and staff. They willprovide each student with personal attentionand positive encouragement – from both ateacher and peers – and help students make con-nections among the subjects taught in schooland the learning that takes place in the commu-nity. The meetings might include reviewingreport cards, career-exploration activities, andthe discussion of such topics as the developmentof annual education plans, time management,study skills, and understanding and acceptingother students’ differences. Teacher-advisersshould be encouraged to enlist the help of com-munity experts (e.g., engineers, accountants,health care professionals).

Teachers assigned teacher-adviser duties areresponsible for:

– helping students complete and review theirannual education plan;

– monitoring students’ academic progress andthe achievement of their goals in their annualeducation plan;

– communicating with parents and keepingthem informed about student progress.

Teacher-advisers will have regular contact withstudents and will be knowledgeable about stu-dents’ progress in all subject areas and in otheraspects of school life. Through this one contact,parents can obtain an overview of their chil-dren’s progress at school, which does not pre-clude their communicating with other teachersif they wish. The teacher-adviser program com-plements the work of guidance counsellors andother teachers. When necessary, teacher-adviserswill refer students who require additional assis-tance to guidance counsellors or the principal.


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Schools have the flexibility to choose the organi-zational model for a teacher-adviser programthat best meets the needs of their students andthe school community, while reflecting provin-cial and board policy. Principals should consultwith their school councils, program advisoryteams, teachers, and students before designingthe school’s teacher-adviser program andthroughout the design process. House systems,enhanced home rooms, or “schools withinschools” are examples of models for schools toconsider.

CAREER EXPLORATION ACTIVITIES

Schools must offer a range of career explorationactivities and regularly invite partners from thecommunity to design, participate in, and deliverthese activities. Career exploration activities pro-vide students with practical applications ofclassroom experiences, as well as opportunitiesto make connections between what happens inschool and what happens in the workplace orthe community. Career exploration activitiesidentify relevant applications of students’ aca-demic studies and provide information abouthow people are contributing to society and theeconomy (role models). Career Gateway, aMinistry of Education and Training website, isan important information source for elementaryand secondary school students.

Students in Grades 1 to 6 are becoming aware ofthe people in their community and the workthey do (at home, on the job, and as volunteers).Teachers should encourage this growing interestby teaching students to observe and ask ques-tions such as the following: Who is involved?What skills do they need to perform this task orcarry out this job?

Students in Grades 7 to 12 are more concernedabout their futures and how they will fit in athigh school, university, or college, duringapprenticeship, or in the world of work.Principals and teachers must ensure that stu-dents in these grades have access to a broadrange of career exploration opportunities,including opportunities in areas not known tostudents. Teachers and students should takeadvantage of opportunities that exist in the localand, where possible, the wider community.Teachers should be sure to include activities thatare both for-profit and non-profit and in boththe private and public sectors, including busi-ness, industry, government agencies, arts andculture, and volunteer organizations. Studentswho are investigating a particular career in aspecific sector (e.g., the construction industry)may require a longer and more focused activityin that sector, such as a cooperative educationplacement.

Career exploration activities can take manyforms: visits from guest speakers, contacts withcareer mentors, involvement in simulation pro-grams (e.g., Junior Achievement programs), andattendance at career conferences (e.g., Women inScience and Engineering). Work-site tours or fieldtrips, job shadowing, volunteer work, work expe-rience and cooperative education, the OntarioYouth Apprenticeship Program (OYAP), andschool–work transition programs are some of thepossible out-of-school activities or programs.

Work experience and cooperative educationplacements give students opportunities to com-bine their academic studies with a “real world”experience. Work experience is part of a second-ary school credit course and provides studentswith a learning opportunity in a workplace for a


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prescribed period of time, usually from one tofour weeks. Cooperative education is a plannedsecondary school learning experience in thecommunity that enhances secondary schoolcredit courses and provides students with oppor-tunities to learn and to apply their knowledgeand skills in practical situations. Credits areearned when the curriculum expectations havebeen met.

These planned learning experiences also helpstudents with their annual education plan andcareer planning. Students become familiar withworkplace practices and employer expectations,possible career opportunities, and concreteapplications of their in-school studies. Workexperience and cooperative education are ofinterest to all students, whether they plan to goon to work, college, or university after highschool. For those students whose first destina-tion is the workplace, a cooperative educationplacement provides personal contact withemployers. For those going on to college or uni-versity, cooperative education and work experi-ence help them make informed decisions aboutfuture educational and career choices.

WORKSHOPS, SEMINARS, AND SMALL GROUPS

The guidance and career education programshould provide a variety of programs and serv-ices, including some that are not necessarilydelivered through formal classroom instructionor individual assistance. Workshops, seminars,and small groups can provide timely assistanceto students who share a common interest

(e.g., in a specific university or college program)or a common need (e.g., study skills). Topicscould include summer-job search strategies,résumé writing, interview skills, conflict resolu-tion skills, learning strategies, assertivenesstraining, study skills, time management skills,leadership development, peer assistance, self-awareness and assessment activities, and spe-cific university and college programs and admis-sion requirements. These focused programs andservices can be delivered in collaboration withschool board and community partners and aredesigned to help students achieve the guidanceand career education program goals.

MENTORSHIP PROGRAMS

Mentorship programs provide one-to-one sup-port and role models for students. Mentors aredifferent from teacher-advisers, who monitorthe academic programs of the students in theirgroups.

In partnership with school councils and commu-nity leaders, principals may wish to establishmentorship programs that involve communityvolunteers as mentors. Successful mentorshipprograms require mutual effort and commit-ment from the school and the community, thescreening and selection of mentors, training andsupport for the mentors, a process for matchingstudents and mentors in accordance with schoolboard policies (notably board policies regardingvolunteers), and a process for involving parentsin supporting the program and consenting totheir children’s participation.


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There are many examples of successful mentor-ship programs. Older students mentor youngerstudents (e.g., reading buddy programs, second-ary students mentoring elementary students, uni-versity students mentoring secondary students).Adults also mentor students. For example, busi-ness people can act as career mentors for second-ary school students. In some cases, retired peoplementor elementary students.

PEER ASSISTANCE PROGRAMS

Students can help other students with theirlearning. Peer assistance or mediation programsprovide supportive peer role models for studentsrequiring individual assistance as well as alearning experience for the peer helpersinvolved. Individual assistance may be for aca-demic skill development, improved school atten-dance, improved interpersonal skills, or educa-tion and career exploration. Students trained aspeer helpers can act as reading buddies, peertutors, peer mediators, student guides, careermentors, student mentors, and student volun-teers.

In helping others, peer helpers have the oppor-tunity to improve and refine their own interper-sonal skills. They prepare for their peer assis-tance roles by taking an optional credit coursefrom the guidance and career education curricu-lum policy document or non-credit workshopsoffered by their schools or school boards. Thepreparation will be carried out or coordinatedby staff who are trained in peer assistance and peer mediation.

INDIVIDUAL ASSISTANCE AND SHORT-TERM COUNSELLING

The individual assistance and short-term coun-selling program is designed for students whorequire additional help in achieving the goalsof the guidance and career education program.Such help may be made available on an indi-vidual and/or small-group basis. This programcan help students:

– assess their personal strengths as they relateto interests and goals;

– select secondary school courses;

– plan their education and career directions;

– assess their strengths, needs, aptitudes, andinterests through information provided by the results of standardized measurementinstruments;

– improve their personal management skills(work and study habits);

– solve problems in the three areas of learning(student development, interpersonal develop-ment, and career development);

– plan for postsecondary tuition and other costsby providing them with information aboutavailable scholarships, bursaries, and loans;

– deal with their individual social and emo-tional needs, including recommendations forappropriate follow-up;

– resolve conflicts both with their peers andwith adults.

Students may be identified as needing individualassistance by teacher-advisers, teachers, supportstaff, administrators, or on the recommendationof parents. Students themselves should also be


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able to request – and receive – individual assis-tance or short-term counselling. Principals musthave a clearly identified process for providingindividual assistance and short-term counsellingand for referring students to guidance counsellorsor to relevant board staff (e.g., attendance coun-sellors, career centre counsellors, psychologists).In elementary schools, the provision of individualassistance and short-term counselling is depend-ent on the number of guidance counsellors avail-able. The process should also include proceduresfor follow-up.

The individual assistance and short-term counselling process involves several stages:

– a referral by a teacher, a parent, or an admin-istrator, or a request from the student

– an assessment, including a discussion withthe student and consultation with his or herparents, teachers, and others as appropriate

– problem solving and planning with the student

– intervention through individual or smallgroup counselling

– monitoring and follow-up

Community and government agency workerswho are involved with children and youth arecrucial partners in the delivery of the guidanceand career education program. When it is in thebest interests of students, and in accordancewith board policy, schools may establish smallgroup or individual counselling interventions inpartnership with community agencies. Parentsand students are also able to directly seek indi-vidual assistance or short-term counselling fromoutside agencies, professionals, or communityprograms. Information about such programs andservices should be available in the school.

Sometimes a student will require more thanshort-term counselling. In such a case, the prin-cipal will arrange a case conference for collabo-rative problem solving and developing plans tohelp the student. A case conference may includeany or all of the following: the principal, guid-ance counsellor, special education teacher,ESL/ELD teacher, classroom teacher, teacher-adviser, support staff, social worker, psycholo-gist, other school board or community person-nel, parents, and the student. Parents will beinformed of case conferences and kept up todate on any recommendations and action plansinvolving their children. Students who havereceived individual assistance and counsellingwill also require monitoring and follow-up byguidance counsellors, teacher-advisers, or otherschool board staff.

Ethics and ConfidentialityThe issue of confidentiality of the informationtransmitted between a guidance counsellor anda student is governed by several pieces of legis-lation in addition to professional codes of con-duct. Personal information collected by thecounsellor is governed by freedom of informa-tion legislation. Written information that isincluded in the Ontario Student Record (OSR) isgoverned by the Education Act, the OntarioStudent Record (OSR) Guideline, 1989, and free-dom of information legislation.

Students should be informed that any informa-tion they give to guidance counsellors will bekept confidential except in circumstances inwhich freedom of information legislation orother legislation requires or permits guidancecounsellors to release information to specifiedindividuals. Guidance counsellors should seek


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further clarification in this area from their pro-fessional organizations and school boards.Ethical and legal handbooks offering advice andassistance in this area are also available fromprofessional organizations such as the OntarioSchool Counsellors’ Association and theCanadian Guidance and Counselling Association.

If during the course of a counselling relationshipa guidance counsellor or other board employeebecomes aware that the student may be or mayhave been suffering abuse, the guidance counsel-lor or other board employee is required by theChild and Family Services Act to report the sus-picion to the Children’s Aid Society (CAS) if thestudent is under sixteen years of age. (Refer toPolicy/Program Memorandum No. 9, “Child inNeed of Protection/Child Abuse ReportingRequirements”, December 15, 1986, for furtherinformation.)

PROGRAM ADVISORY TEAMS

Each principal will establish a team to advisehim or her on the development, implementation,and review of the school’s guidance and careereducation program. Membership should includerepresentatives from the school’s administrativeand teaching staff (e.g., guidance counsellors,teacher-advisers, special education teachers,cooperative education teachers), the school coun-cil, students, parents, and others, if appropriate,from the community (e.g., representatives of theIndustry Education Council, local trainingboards, and social service agencies). Members ofthe team should be chosen for their knowledgeof the wide range of learning opportunitiesavailable in the broader community as well as inthe school. Principals should seek advice fromtheir school councils regarding the range ofmembership from the community.

A school’s program advisory team should haveresponsibility for:

– providing advice on the development andimplementation of the school’s guidance andcareer education program;

– reviewing the results of the program’s effec-tiveness survey and making recommendationsfor program improvement;

– assisting the principal with the communicationof the guidance and career education programplan to students, staff, parents, and the community.

Schools within a board may collaborate on theselection of an advisory team that could act onbehalf of a number of schools.

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Assessment and Evaluation

The guidance and career education program must be evaluated regularly todetermine the effectiveness of the school’s program plan. The program’seffectiveness will be determined by students’ achievement of competencies,ongoing communication with parents and community partners, and formalprogram evaluation through the program-effectiveness survey.

Teachers must continually observe, assess, and evaluate students’ achieve-ment of competencies in all components of the guidance and career educa-tion program. Information from assessment will help improve student learn-ing and identify areas for program improvement. It will help teachers andguidance counsellors determine how well their planned career explorationactivities, teacher-adviser activities, and teaching and counselling programsand other components of the guidance and career education program areworking, and help them make any changes required to help students achievethe program goals.

The methods for assessing and evaluating students’ learning must be clearlyidentified and based on the program goals. These methods must be appropri-ate for students’ ages, strengths, and needs and for the particular activitiesbeing evaluated. Guidance and career education student competencies canbe assessed using interviews with students, observation of students’ behav-iour, checklists, and surveys, as well as student profiles, performances, worksamples, journals, and academic and career portfolios. It is important thatteachers have students review their learning progress and plans for improve-ment. Observations by parents, and other teachers, will provide a teacher,teacher-adviser, guidance counsellor, and, in some instances, a school teamwith information or suggestions that are useful when modifying programcomponents or referring students to those able to provide individual assistance or short-term counselling.

A S S E S S M E N T A N D E V A L U A T I O N

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It is especially important that parents beinvolved in discussions regarding their chil-dren’s progress. Teachers, including teacher-advisers and guidance counsellors, shouldgather information from parents and consultwith them when assessing students’ adjustmentto school, achievement of program goals, andplans for future education.

REPORTING TO PARENTS

For students in elementary schools, the ProvincialReport Card, Grades 1–8, may be used to reportstudent progress in achieving the goals of theguidance and career education program.Alternative ways of reporting on a student’s par-ticipation in the guidance and career educationprogram include discussions with parents thatfocus on reviewing students’ academic andcareer portfolios and annual education plans (inGrades 7 and 8).

For students in secondary schools, the ProvincialReport Card, Grades 9–12, will be used torecord students’ progress in achieving guidanceand career education credit course expectations.Discussion with guidance counsellors andteacher-advisers, and consultation amongteacher-advisers, students, and parents usingannual education plans and academic and careerportfolios are other methods of reporting to stu-dents and to parents on students’ progress in theguidance and career education program.

PROGRAM-EFFECTIVENESS SURVEYS

Every three years, each principal will conduct asurvey to gather information to determine theeffectiveness of the school’s guidance and careereducation program and to help improve the pro-gram. This survey may be conducted as part ofother school-wide surveys.

The survey will ask students, their parents,teachers, and other partners (as appropriate) toevaluate the delivery and effectiveness of theschool’s guidance and career education pro-gram, including all its components (e.g., theteacher-adviser program, the annual educationplan, and the orientation and exit programs).The survey will be based on the program goalsand student competencies. It should also evalu-ate the program’s impact on the students itserves by identifying areas needing improve-ment, as well as by soliciting suggestions for pri-orities and ways to improve the program and itsimplementation.

The results of each survey will be reviewed bythe school’s guidance and career education pro-gram advisory team; will be reported to stu-dents, parents, staff, and the school council; andwill directly influence the collaborative planningand future delivery of the guidance and careereducation program. Once the program plan hasbeen revised to incorporate the improvementsindicated by the survey responses, the revisedprogram will be communicated to parents, staff,students, and the school council. (See “ProgramPlanning” on page 11.)

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Roles and Responsibilities

Elementary and secondary schools, under the direction of their principals,will develop their own guidance and career education programs and makestudents, parents, teachers, and school councils aware of them. Schools willreview and make adjustments to their guidance and career education pro-grams annually and will evaluate their effectiveness and make revisions totheir programs every three years. The descriptions that follow clarify theroles and responsibilities of those delivering and those supporting the pro-gram.

PRINCIPALS

The principal’s informed and active leadership is key to the success of theguidance and career education program in each elementary and secondaryschool. The principal needs to understand the program’s goals and structure,as well as what an exemplary program is like. He or she needs to coordinatethe guidance and career education program with the overall school program,assigning it suitable staff, communicating with parents and the larger community about the program.

The principal is responsible for:

– establishing and consulting with a guidance and career education programadvisory team;

– developing a comprehensive written guidance and career education program plan for the school;

– implementing and supervising the school’s guidance and career educationprogram;

– arranging for the necessary in-service development of staff members whoare responsible for delivering the program;

– arranging for the availability of the physical facilities, resources, and staffnecessary for delivering the program;

R O L E S A N D R E S P O N S I B I L I T I E S

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– ensuring that adequate time is scheduled inthe school timetable to allow all students toparticipate in the total guidance and careereducation program;

– coordinating partnerships in the school com-munity and in the broader local community;

– administering the school’s program-effectiveness survey every three years andanalysing and reporting the results to theschool’s students, staff, parents, and theschool council;

– assigning responsibilities to guidance counsellors;

– assigning responsibilities to teacher-advisers.

GUIDANCE COUNSELLORS, TEACHER-ADVISERS, AND OTHERTEACHERS

All teachers are essential to the effective deliveryof the guidance and career education program.The responsibilities of teachers who are guidancecounsellors or teacher-advisers are described inthe first two columns in the chart on page 28.Responsibilities of all other teachers with regardto the program are described in the third column.

Administrative tasks closely linked to the guid-ance and career education program, such asworking on the school timetable, maintainingOntario Student Records, processing summerschool applications, and completing registrationprocedures, should be carried out by administra-tive assistants, technicians, and other profession-als, making full use of the technology availableto schools. (It should be noted that maintenanceof the Ontario Student Records must be carriedout in accordance with the policies in TheOntario Student Record (OSR) Guideline, 1989.)

STUDENTS

Students also have responsibilities, whichincrease as they proceed through the school system. These include:

– taking responsibility for their learning;

– taking responsibility for managing theirbehaviour;

– getting along with others in a variety of settings in the school;

– demonstrating social responsibility;

– completing their annual education plan;

– developing and setting educational and careergoals.

PARENTS

Parents have an important role to play in theirchildren’s learning. They can encourage theirchildren’s learning by:

– working collaboratively with the school tohelp students develop their annual educationplan;

– supporting and helping students with criticaldecision making;

– supporting students’ goal-setting activities;

– monitoring students’ progress and reviewingtheir progress towards the completion of theirannual education plan;

– maintaining contact with students’ teacher-advisers;

– supporting and taking an interest in all oftheir children’s assignments and activities,both inside and outside the school.


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Responsibilities of Guidance Counsellors

Guidance counsellors:– assist the principal in develop-

ing, coordinating, and imple-menting the school’s guidanceand career education program

– provide instruction in guidanceand career education throughcredit courses

– deliver workshops and seminars– implement a process that will

ensure that all students completean annual education plan

– along with teacher-advisers,assist students in completingtheir annual education plan

– assist and support teacher-advisers

– assist in the IPRC process andcorrelate the IEP (including thetransition plan) and the annualeducation plan for exceptionalstudents

– maintain and establish linksbetween elementary and second-ary schools and with communitypartners to coordinate theirinvolvement with the guidanceand career education program

– deliver and monitor orientationand exit programs and peer assis-tance programs

– provide individual assistance andshort-term counselling for indi-viduals and small groups

– assist principals in arrangingcase conferences

– recommend appropriate schoolboard staff and community agen-cies for the provision of individ-ual assistance and short-termcounselling beyond the school

– assist students with the transi-tion to postsecondary education,training, and the workplace

– facilitate the ongoing review andevaluation of the school’s guid-ance and career education pro-gram and, every three years, theprogram-effectiveness survey

Responsibilities of Teacher-Advisers

Teacher-advisers: – meet with their students on a

regular basis– monitor the academic progress of

their students– monitor the completion of stu-

dents’ annual education plan– function as the key school con-

tact for parents– review annual education plans

with parents and students twiceeach year

– refer students who require individual assistance or short-term counselling to a guidancecounsellor or the principal inaccordance with the schoolprocess

– work collaboratively with theguidance counsellor and otherteachers in the school

– participate in case conferences– participate in the ongoing review

and evaluation of the school’sguidance and career educationprogram and, every three years,of the program-effectiveness survey

Responsibilities of Other Teachers

Teachers:– align the guidance and career

education program with the sub-ject expectations for which theyare responsible

– consult with the guidancecounsellor and other school andboard support staff about theneeds of individual students

– refer students who require addi-tional assistance to the guidancecounsellor or principal in accor-dance with the school process

– participate in the developmentand implementation of theschool’s guidance and careereducation program

– invite community partners toprovide a variety of career exploration activities for theirstudents

– participate in case conferences– participate in the ongoing review

and evaluation of the school’sguidance and career educationprogram and, every three years,of the program-effectiveness survey

R O L E S A N D R E S P O N S I B I L I T I E S

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COMMUNITY PARTNERS

Community partners include employers andworkers within the wider school communitywho participate in school-based curricular activ-ities and facilitate educational visits; social andcommunity agencies that might offer skilledstaff to lead or support small-group instructionor counselling sessions; and staff from local andregional postsecondary educational and traininginstitutions. These partners play critical roles inplanning, supporting, and maintaining success-ful guidance and career education programs.Principals should invite them to participate on theguidance and career education program advisoryteam and also in the evaluation of the program.

In choosing community partners, schools shouldbuild on existing links with their local communi-ties and create new partnerships in conjunctionwith ministry and school board policies on part-nership development. In addition to those listedabove, partners may be chosen from among thefollowing individuals, agencies, and organiza-tions: parents, former students, school councilmembers, senior citizens, volunteer agencies,career centres, chambers of commerce, govern-ment agencies, service agencies, service clubs,faith communities, ethnocultural organizations,industry education councils, settlement services,and Native friendship centres.

Principals and teachers should work with theircommunities to facilitate collaboration andopportunities for involvement through suchmeans as in-school visits by community repre-sentatives, community-based mentorship pro-grams, consultations with employers to preparestudents for employment, and placements for jobshadowing, work experience, community serv-ice, cooperative education, and school–worktransition programs.

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Implementation Schedule

Policy Implementation Year Grades

Choices Into Action: Guidance and 1999–2000 All grades inCareer Education Program Policy for elementary andOntario Elementary and Secondary secondary schoolsSchools, 1999

Annual education plan 1999–2000 Grades 7–9

2000–2001 Grade 10

2001–2 Grade 11

2002–3 Grade 12

Teacher-adviser program 1999–2000 Grades 7–9

2000–2001 Grade 10

2001–2 Grade 11

Guidance and career education 2001–2 —program-effectiveness survey(elementary and secondary schools)

GUIDANCE AND CAREER EDUCATION PROGRAM … · POLICY FOR ONTARIO ELEMENTARY AND SECONDARY SCHOOLS...

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