Jon and I worked together for nearly six weeks. In that time, he has shown remarkable progress in his knowledge of the volunteering sector - what it involves, what is expected of the volunteer and the host organization, the societal and personal benefits of volunteering, and how volunteering fits into the community at large. My work with him has helped Jon become more confident in his ability to be independent in the community, and hopefully instilled in him a spirit of volunteering that could lead to not only more volunteering opportunities, but also internships and even paid work in the non-profit sector, as well as excellent references and relevant skills for any future job searches.
My instruction of Jon followed the guidelines set out by Alberta Education for the CTS module Community Care Services (CCS) 1080: Community Volunteerism 1. In this course students learn about volunteering in the community, research volunteering opportunities, perform volunteering duties, and evaluate and dialogue on their experiences. Through dialogues in ASL, independent online research and written assignments Jon demonstrated understanding and competency in all the topics and learning outcomes expected for a student in CCS 1080. His written work can be found at the following link:
http://jonsummerwork.blogspot.ca
All questions and assignments done by Jon were taken from and adapted from the CCS 1080 curriculum. Most of them were also expanded on in ASL to ensure Jon had complete understanding of what he was to do. While Jon struggles sometimes to understand written work, when translated into ASL and expanded on he is generally able to understand the material quickly and fully.
Jon is a caring and sensitive person by nature, and was prone to easily agreeing to anything I asked of him. I was concerned that he might not have fully thought through things I proposed to him with regards to the time and energy required or the amount of skill and knowledge he would need. However, with a few minor hiccups, Jon never once complained or balked at the duties and expectations put to him by me, my colleagues, or his volunteer supervisors. He demonstrated to me that when he makes a commitment or obligation, he can be trusted to carry it out to the best of his ability. This is THE essential skill of a volunteer, community contributor, or good employee. As a result, I am not overly concerned by Jon's ability to retain any kind of employment or position of responsibility that he manages to obtain. Following his volunteer work at the Heritage Festival for the Edmonton Food Bank, I received a very positive message of thanks and appreciation from his volunteer coordinator including an offer to be considered for other volunteer opportunities within the Food Bank organization.
Based on Jon's work and my evaluations, I would make the following recommendations for him:
- That Jon be recognized as having fulfilled the expectations to obtain credit for completing CCS 1080: Community Volunteerism 1.
- That Jon is prepared to take the next course in the series - CCS 2080: Community Volunteerism 2.
- That Jon follows up on his recent success and - time permitting - obtain a ongoing volunteer commitment with the Food Bank, either on a regular schedule in their warehouse or as a volunteer during special events they are involved with, as per Jon's preferences and availability. Such opportunities would also aid Jon in completing CCS 2080 as well as earn him valuable skills and experience for his future resume.
Tuesday, 6 August 2013
Thursday, 1 August 2013
Summary Report - Cody
I have worked with Cody for a month now. In that time, he has shown remarkable acuity and ability to quickly grasp and understand all the information I was giving him. He already exhibits natural leadership qualities, and my work with him has helped him conceptualize and define those abilities in concrete terms. My hope is that Cody will be able to better harness his leadership ability and skills with the knowledge he has gained this summer.
I taught Cody according to the program of study of the HSS 1080: Leadership Fundamentals I CTS module that is a recognized for-credit course by Alberta Education. This module is intended to give students the opportunity for self-examination and reflection of their leadership skills, experience and knowledge, supplement those with taught materials, apply them to real-life and hypotheorical leadership situations, and subsequent self-evaluation.
Cody demostrated solid and complete knowledge of all the informative material contained within this module, as is evident from his interactions with me in ASL and his written work found at the following link:
http://codysandersummerwork2013.blogspot.ca/
All questions and assignments are taken from and adapted from the HSS 1080 curriculum.
In addition, Cody was proactive in taking charge of situations that called for leadership, without any prompting from me or anyone else. For instance, he readily assisted his friend in reading and understanding some reading material that was above his friend's reading comprehension comfort level. I am sastified that Cody has sufficient practical experience with utilizing his learned leadership skills for the purposes of this course.
Based on Cody's work and my evaluations, I would make those recommendations for Cody:
- That he be recoginized as officially completing all requirements for HSS 1080, including gaining credit for said work
- That Cody is prepared to take the next course in the leadership series, which is HSS 2080 - Leadership Fundamentals II
- That Cody be strongly encouraged by those around him to take some form of leadership position in his school or community in the short term(ideally in the next few months, before the end of 2013), to both ensure that he has more opportunities for practice applying his knowledge, and to 'imprint' the material in his mind before his knowledge decays over time due to disuse.
I taught Cody according to the program of study of the HSS 1080: Leadership Fundamentals I CTS module that is a recognized for-credit course by Alberta Education. This module is intended to give students the opportunity for self-examination and reflection of their leadership skills, experience and knowledge, supplement those with taught materials, apply them to real-life and hypotheorical leadership situations, and subsequent self-evaluation.
Cody demostrated solid and complete knowledge of all the informative material contained within this module, as is evident from his interactions with me in ASL and his written work found at the following link:
http://codysandersummerwork2013.blogspot.ca/
All questions and assignments are taken from and adapted from the HSS 1080 curriculum.
In addition, Cody was proactive in taking charge of situations that called for leadership, without any prompting from me or anyone else. For instance, he readily assisted his friend in reading and understanding some reading material that was above his friend's reading comprehension comfort level. I am sastified that Cody has sufficient practical experience with utilizing his learned leadership skills for the purposes of this course.
Based on Cody's work and my evaluations, I would make those recommendations for Cody:
- That he be recoginized as officially completing all requirements for HSS 1080, including gaining credit for said work
- That Cody is prepared to take the next course in the leadership series, which is HSS 2080 - Leadership Fundamentals II
- That Cody be strongly encouraged by those around him to take some form of leadership position in his school or community in the short term(ideally in the next few months, before the end of 2013), to both ensure that he has more opportunities for practice applying his knowledge, and to 'imprint' the material in his mind before his knowledge decays over time due to disuse.
Sunday, 28 July 2013
Lesson Plans - Week of July 29-August 2
Both boys have been progressing well and are nearing the end of completing all the required components of their CTS modules.
This week sessions are tentatively scheduled for Monday morning and Tuesday afternoon, working around commitments and availability of both myself and the two boys. This will be Cody's final week.
For Cody, I have decided the best course of action is to focus on completing the instructional and self-work components of the leadership module as outlined in the Camp Nakamun blog, and then encourage his family and MCS to find short-term opportunities to place Cody in a leadership role so that he can immediately make use of what he has learned this summer as opposed to slowly forgetting the material due to disuse. Cody's task this week will be to conduct a personal inventory of skills, resources and abilities through the use of personality tests and self reflection. This will also double as prep for Tuesday's PD seminar.
The specific learning outcomes for Cody are as follows:
5. make personal connections to the cluster content and processes to inform possible pathway choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
Jon will not have any new specific learning outcomes this week - what remains for him will be done next week. Instead, because he is currently tentatively booked for a pair of volunteer shifts on August 4/5 and seeing his past issues with remembering material, this week I will review the material that has been covered already, and prepare Jon for his volunteering duties.
This week sessions are tentatively scheduled for Monday morning and Tuesday afternoon, working around commitments and availability of both myself and the two boys. This will be Cody's final week.
For Cody, I have decided the best course of action is to focus on completing the instructional and self-work components of the leadership module as outlined in the Camp Nakamun blog, and then encourage his family and MCS to find short-term opportunities to place Cody in a leadership role so that he can immediately make use of what he has learned this summer as opposed to slowly forgetting the material due to disuse. Cody's task this week will be to conduct a personal inventory of skills, resources and abilities through the use of personality tests and self reflection. This will also double as prep for Tuesday's PD seminar.
The specific learning outcomes for Cody are as follows:
5. make personal connections to the cluster content and processes to inform possible pathway choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
Jon will not have any new specific learning outcomes this week - what remains for him will be done next week. Instead, because he is currently tentatively booked for a pair of volunteer shifts on August 4/5 and seeing his past issues with remembering material, this week I will review the material that has been covered already, and prepare Jon for his volunteering duties.
Tuesday, 23 July 2013
Lesson Plans - Week of July 22-26
This week, three sessions are scheduled - Monday and Friday mornings as well as Wednesday afternoon.
Cody has completed all the stated outcomes from last week. He has already started to touch on the next phase, which involves self reflection and examination, to identify his preferred styles of leadership. He will complete that part this week, and move on to the third phase which is a examination of common issues and scenarios that leaders encounter, and a discussion of approaches and strategies for dealing with those challenges. I expect this part will 'spill over' into next week. Cody's work will have to be accerlated a little compared to Jon since there is less available time to work with him, but I don't forsee this being an issue since he tends to progress at a faster rate anyway. Depending on Jon's progress, I hope to be able to have Cody exercise his leadership skills with Jon by the end of the month, which would probably enable him to complete all module requirements by the end of the summer.
Here are Cody's specific outcomes for the next week or so:
2. create a personal growth plan for leadership development
2.1 evaluate personal core values
2.2 create a personal leadership philosophy such as a mission statement
2.3 design at least one SMART (specific, measureable, attainable, realistic, timely) goal for personal leadership development
2.4 identify strategies for achieving goals
3. evaluate the behaviours, skills and roles that contribute to the effective functioning of a leadership team
3.1 describe strategies for overcoming challenges and obstacles typically encountered by leaders, including:
3.1.1 conflict resolution
3.1.2 stress management
3.1.3 time management
3.1.4 financial management
3.2 explain behaviours and skills that contribute to the effective functioning and goals of a leadership team
3.3 demonstrate fundamental leadership behaviours and skills while participating in a specific
leadership team, including:
3.3.1 effective communication skills
3.3.2 interpersonal skills
3.3.3 personal management skills
3.3.4 empowerment of other team members
Jon has made good progress on last week's specified outlines. My concern with Jon is that it may take some time to secure a volunteer placement, and a good portion of the module is to be completed after such a placement. A lesser concern is running out of module plans for Jon, but that is easily remedied by giving him training in other life skills areas in the final week or two if needed. As I said earlier, I am hoping to set Jon some tasks where Cody will be able to assist him and practice what he (Cody) has learned with regards to leadership. Those tasks would be either related to the volunteering module, or some other life skill teaching, whichever I feel is appropriate at the time.
Jon's specific outcomes for the week are:
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering
2. perform as a volunteer in a specific volunteer activity or placement
2.1 search for and choose a suitable community placement that will enhance interests and abilities
2.2 write a sample job description, outlining the duties and expectations, for potential placements to evaluate Jon's understanding of the work and commitments involved
Cody has completed all the stated outcomes from last week. He has already started to touch on the next phase, which involves self reflection and examination, to identify his preferred styles of leadership. He will complete that part this week, and move on to the third phase which is a examination of common issues and scenarios that leaders encounter, and a discussion of approaches and strategies for dealing with those challenges. I expect this part will 'spill over' into next week. Cody's work will have to be accerlated a little compared to Jon since there is less available time to work with him, but I don't forsee this being an issue since he tends to progress at a faster rate anyway. Depending on Jon's progress, I hope to be able to have Cody exercise his leadership skills with Jon by the end of the month, which would probably enable him to complete all module requirements by the end of the summer.
Here are Cody's specific outcomes for the next week or so:
2. create a personal growth plan for leadership development
2.1 evaluate personal core values
2.2 create a personal leadership philosophy such as a mission statement
2.3 design at least one SMART (specific, measureable, attainable, realistic, timely) goal for personal leadership development
2.4 identify strategies for achieving goals
3. evaluate the behaviours, skills and roles that contribute to the effective functioning of a leadership team
3.1 describe strategies for overcoming challenges and obstacles typically encountered by leaders, including:
3.1.1 conflict resolution
3.1.2 stress management
3.1.3 time management
3.1.4 financial management
3.2 explain behaviours and skills that contribute to the effective functioning and goals of a leadership team
3.3 demonstrate fundamental leadership behaviours and skills while participating in a specific
leadership team, including:
3.3.1 effective communication skills
3.3.2 interpersonal skills
3.3.3 personal management skills
3.3.4 empowerment of other team members
Jon has made good progress on last week's specified outlines. My concern with Jon is that it may take some time to secure a volunteer placement, and a good portion of the module is to be completed after such a placement. A lesser concern is running out of module plans for Jon, but that is easily remedied by giving him training in other life skills areas in the final week or two if needed. As I said earlier, I am hoping to set Jon some tasks where Cody will be able to assist him and practice what he (Cody) has learned with regards to leadership. Those tasks would be either related to the volunteering module, or some other life skill teaching, whichever I feel is appropriate at the time.
Jon's specific outcomes for the week are:
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering
2. perform as a volunteer in a specific volunteer activity or placement
2.1 search for and choose a suitable community placement that will enhance interests and abilities
2.2 write a sample job description, outlining the duties and expectations, for potential placements to evaluate Jon's understanding of the work and commitments involved
Monday, 15 July 2013
Lesson Plans - Week of July 15-20
This week, I will be introducing the boys to the concepts of leadership and volunteerism, respectively. There are two meetings scheduled, for Thursday and Saturday morning. The Tuesday meeting is cancelled for the week. I will also attempt to contact EPL Mill Woods regarding volunteering for Jon.
For Thursday, I will have the boys conduct assisted research on those two concepts, following the guidelines set in the Alberta Education learning outcomes. Saturday will be continuation and follow-up depending on progress made on Thursday.
Leadership Plan (Cody)
Be able to answer the following questions:
For Thursday, I will have the boys conduct assisted research on those two concepts, following the guidelines set in the Alberta Education learning outcomes. Saturday will be continuation and follow-up depending on progress made on Thursday.
Leadership Plan (Cody)
Answer the following short answers:
1. Define leadership
2. Describe the characteristics and qualities of effective leaders. Who comes to mind when you think of good leaders? What about bad leaders? What makes them different?
3. Describe the various types of leadership styles such as : democratic,
laissez-faire, transformative, inclusive and authoritarian. Can you match leaders you've met before with one of those types?
4. evaluate personal leadership characteristics and qualities based on experience within a leadership team. What are your experiences with leadership in the past? Which leadership type(s) do you believe fit you best?
Volunteering Plan (Jon)
1. Briefly define Altruism and volunteerism
2. Describe the personal rewards available by volunteering providing a
reason why each are important and how they are important to you as a
volunteer.
a. self esteem and self fulfilment
b. learning and career awareness
c. employability
d. enhance community awareness
e. career awareness
f. health and wellness
3. List the characteristics of a volunteer and justify why they are important.
4. Research and list 3 volunteer opportunities in your local community, besides the EPL.
5. What are the societal benefits of volunteerism?
6. List the clients responsibilities in the volunteering agreement.
7. Describe considerations for personal safety related to volunteering.
Monday, 8 July 2013
Cody's Curriculum Plans and Notes
Those are the tentative goals for Cody this summer:
- Investigation of Cody's chosen career path - more information about the field, indepth information on postsecondary requirements and expectations, possibly similar alternatives
- Related to the above - investigation of expectations/requirements for studying in another part of the country or a foreign country - such work will naturally lead into useful life skills topics such as credit cards, travel issues, money management, and so on
- Exploration of self-employment practices (related to his long term career goals)
- Assist with planning Cody's final two years of schooling to be able to directly enter university studies
- Since Cody seems to show potential as a natural leader - some CALM-related work on being a good leader and working within a team
- Review Cody's recent written work and assess whether improvement or extra work above regular classroom study is needed
- Deaf community awareness - make Cody aware of activities and organizations, so that he can choose later whether he desires to become involved at the social and/or leadership level in the future
I will work with Cody on developing his leadership qualities using guidelines from Alberta Education's HSS 1080 (Leadership Fundamentals I) as a foundation and guidemap. I do not anticipate that there will be sufficient time to continue with HSS 2080 (Leadership Fundamentals II) due to several factors limiting available time to work with Cody. However, this could change depending on how fast we can progress. We have been doing well so far on that front.
We will begin with a joint exploration of the concept of leadership - what it means, what types there are, what makes a good leader. Once this foundation is established, I hope to organize a leadership project for Cody, possibly connected with his good friend Jon whose personality is more of a follower role.
Here are relevant objectives from HSS 1080 that I will work on. I will not attempt to cover every single subobjective, but I will hit on all five major learning outcomes expected for a student of HSS 1080. The five big objectives are bolded. I have omitted selected sub objectives, which accounts for numbering discrepancies.
The student will:
1. evaluate the characteristics and qualities of effective leadership based on basic principles of leadership
1.1 define leadership
1.2 describe the characteristics and qualities of effective leaders
1.3 describe various types of leadership styles, such as democratic, laissez-faire, transformative, inclusive and authoritarian
2. create a personal growth plan for leadership development
2.1 evaluate personal core values
2.2 create a personal leadership philosophy such as a mission statement
2.3 design at least one SMART (specific, measureable, attainable, realistic, timely) goal for personal leadership development
2.4 identify strategies for achieving goals
3. evaluate the behaviours, skills and roles that contribute to the effective functioning of a leadership team
3.1 describe strategies for overcoming challenges and obstacles typically encountered by leaders, including:
3.1.1 conflict resolution
3.1.2 stress management
3.1.3 time management
3.1.4 financial management
3.2 explain behaviours and skills that contribute to the effective functioning and goals of a leadership team
3.3 demonstrate fundamental leadership behaviours and skills while participating in a specific
leadership team, including:
3.3.1 effective communication skills
3.3.2 interpersonal skills
3.3.3 personal management skills
3.3.4 empowerment of other team members
4. demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
5. make personal connections to the cluster content and processes to inform possible pathway choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
- Investigation of Cody's chosen career path - more information about the field, indepth information on postsecondary requirements and expectations, possibly similar alternatives
- Related to the above - investigation of expectations/requirements for studying in another part of the country or a foreign country - such work will naturally lead into useful life skills topics such as credit cards, travel issues, money management, and so on
- Exploration of self-employment practices (related to his long term career goals)
- Assist with planning Cody's final two years of schooling to be able to directly enter university studies
- Since Cody seems to show potential as a natural leader - some CALM-related work on being a good leader and working within a team
- Review Cody's recent written work and assess whether improvement or extra work above regular classroom study is needed
- Deaf community awareness - make Cody aware of activities and organizations, so that he can choose later whether he desires to become involved at the social and/or leadership level in the future
I will work with Cody on developing his leadership qualities using guidelines from Alberta Education's HSS 1080 (Leadership Fundamentals I) as a foundation and guidemap. I do not anticipate that there will be sufficient time to continue with HSS 2080 (Leadership Fundamentals II) due to several factors limiting available time to work with Cody. However, this could change depending on how fast we can progress. We have been doing well so far on that front.
We will begin with a joint exploration of the concept of leadership - what it means, what types there are, what makes a good leader. Once this foundation is established, I hope to organize a leadership project for Cody, possibly connected with his good friend Jon whose personality is more of a follower role.
Here are relevant objectives from HSS 1080 that I will work on. I will not attempt to cover every single subobjective, but I will hit on all five major learning outcomes expected for a student of HSS 1080. The five big objectives are bolded. I have omitted selected sub objectives, which accounts for numbering discrepancies.
The student will:
1. evaluate the characteristics and qualities of effective leadership based on basic principles of leadership
1.1 define leadership
1.2 describe the characteristics and qualities of effective leaders
1.3 describe various types of leadership styles, such as democratic, laissez-faire, transformative, inclusive and authoritarian
2. create a personal growth plan for leadership development
2.1 evaluate personal core values
2.2 create a personal leadership philosophy such as a mission statement
2.3 design at least one SMART (specific, measureable, attainable, realistic, timely) goal for personal leadership development
2.4 identify strategies for achieving goals
3. evaluate the behaviours, skills and roles that contribute to the effective functioning of a leadership team
3.1 describe strategies for overcoming challenges and obstacles typically encountered by leaders, including:
3.1.1 conflict resolution
3.1.2 stress management
3.1.3 time management
3.1.4 financial management
3.2 explain behaviours and skills that contribute to the effective functioning and goals of a leadership team
3.3 demonstrate fundamental leadership behaviours and skills while participating in a specific
leadership team, including:
3.3.1 effective communication skills
3.3.2 interpersonal skills
3.3.3 personal management skills
3.3.4 empowerment of other team members
4. demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
5. make personal connections to the cluster content and processes to inform possible pathway choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
Complete the following short answer questions.
1. Describe strategies for overcoming challenges and obstacles typically encountered by leaders such as:
- conflict resolution
-stress management
-time management
-financial management
2. Explain behaviours and skills that contribute to the effective functioning and goals of a leadership team.
3. Explain several different roles and responsibilities often associated with high performing teams
Please Complete the following survey http://www.humanmetrics.com/cgi-win/jtypes2.asp .
Make sure to do a summary of the test making connections to future
occupational choices personal inventory. Also do a summary of interests,
values, beliefs, resources, prior learning and experiences . Post your
results and summer in a blog post.
Jon's Curriculum Plans and Notes
The general goals for Jon are as follows:
- Improve his English writing ability, specifically his grammar, to better conform to proper English rather than "ASL style" grammar - currently, Jon writes the same way he signs
- Improve his life skills knowledge, particularly in areas that:
1) He struggled with in his formal CALM 20 studies
2) He shows a particular interest in (in a time-limited project like this, having a element of interest
shortens learning time and makes homework outside of sessions more amenable to the student)
- Work with Jon on future planning, which may include but is not limited to: job search, evaluation, applying and interview skills, defining his post-high school goals and exploring their requirements, exploring Jon's own means and available resources or support for accomplishing those goals
- Deaf community awareness and involvement as a confidence and self-esteem booster, as well as a potential source of group support or even job opportunities
After reviewing the CTS modules posted on FACTsnet's CTS network, I felt that none of them were a good or plausible fit for Jon at this time. So I went to explore Alberta Education's other available modules, and found a volunteering module that is a potentially good fit for Jon called Commnity Care Services (CCS) 1080: Community Volunteering I. This module will require that Jon obtain a volunteering position as soon as reasonably possible, and work a total of 15 hours in this position. I am reproducing the main points and outcomes of CCS 1080 below, edited for brevity and applicability to Jon's circumstances.
Students will:
1. explain the role of volunteers in a community
1.1 define volunteerism and altruism
1.2 describe the personal rewards available by volunteering, including:
1.2.1 self-esteem and self-fulfillment
1.2.2 learning and career awareness
1.2.3 employability
1.2.4 enhanced community awareness
1.2.5 career awareness
1.2.6 health and wellness
1.3 justify the essential characteristics of a volunteer, including:
1.3.1 confidentiality/ethics
1.3.2 attendance/punctuality
1.3.3 resource/time management
1.3.4 adherence to rules and regulations
1.3.5 safety
1.3.6 enthusiasm
1.3.7 sense of humour
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering
2. perform as a volunteer in a specific volunteer activity or placement
2.1 choose a suitable community placement that will enhance interests and abilities
2.2 write a job description, outlining the duties and expectations, that meets with the approval of the supervising teacher and client
2.3 perform at least 15 hours of volunteerism in a teacher-approved community locale
3. evaluate personal performance in a specific volunteer activity or placement
3.1 describe experiences and personal reflections related to the volunteering activities
3.2 interview the client to:
3.2.1 evaluate personal performance as a volunteer
3.2.2 identify areas for growth and development as a volunteer
3.3 summarize goals for future volunteering experiences based on personal reflections and interviews with the client
4. demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
5. make personal connections to the cluster content and processes to inform possible pathway choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
- Improve his English writing ability, specifically his grammar, to better conform to proper English rather than "ASL style" grammar - currently, Jon writes the same way he signs
- Improve his life skills knowledge, particularly in areas that:
1) He struggled with in his formal CALM 20 studies
2) He shows a particular interest in (in a time-limited project like this, having a element of interest
shortens learning time and makes homework outside of sessions more amenable to the student)
- Work with Jon on future planning, which may include but is not limited to: job search, evaluation, applying and interview skills, defining his post-high school goals and exploring their requirements, exploring Jon's own means and available resources or support for accomplishing those goals
- Deaf community awareness and involvement as a confidence and self-esteem booster, as well as a potential source of group support or even job opportunities
After reviewing the CTS modules posted on FACTsnet's CTS network, I felt that none of them were a good or plausible fit for Jon at this time. So I went to explore Alberta Education's other available modules, and found a volunteering module that is a potentially good fit for Jon called Commnity Care Services (CCS) 1080: Community Volunteering I. This module will require that Jon obtain a volunteering position as soon as reasonably possible, and work a total of 15 hours in this position. I am reproducing the main points and outcomes of CCS 1080 below, edited for brevity and applicability to Jon's circumstances.
Students will:
1. explain the role of volunteers in a community
1.1 define volunteerism and altruism
1.2 describe the personal rewards available by volunteering, including:
1.2.1 self-esteem and self-fulfillment
1.2.2 learning and career awareness
1.2.3 employability
1.2.4 enhanced community awareness
1.2.5 career awareness
1.2.6 health and wellness
1.3 justify the essential characteristics of a volunteer, including:
1.3.1 confidentiality/ethics
1.3.2 attendance/punctuality
1.3.3 resource/time management
1.3.4 adherence to rules and regulations
1.3.5 safety
1.3.6 enthusiasm
1.3.7 sense of humour
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering
2. perform as a volunteer in a specific volunteer activity or placement
2.1 choose a suitable community placement that will enhance interests and abilities
2.2 write a job description, outlining the duties and expectations, that meets with the approval of the supervising teacher and client
2.3 perform at least 15 hours of volunteerism in a teacher-approved community locale
3. evaluate personal performance in a specific volunteer activity or placement
3.1 describe experiences and personal reflections related to the volunteering activities
3.2 interview the client to:
3.2.1 evaluate personal performance as a volunteer
3.2.2 identify areas for growth and development as a volunteer
3.3 summarize goals for future volunteering experiences based on personal reflections and interviews with the client
4. demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
5. make personal connections to the cluster content and processes to inform possible pathway choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
Youth Notes - Cody
Cody is 16 years old and has completed Grade 10 as of Summer 2013.
Academic Notes
- Reads and writes at or near grade level
- Scores high in most academic subjects, particularly science
- Does well in optional subjects
- Is aware of and sensitive to his less accomplished friend's progress and need for self-assurance
- Has had a set career goal since he was 10, with a backup plan
Personal Notes
- Both parents fluent in ASL, father is deaf. Step-family's sign skills unknown at this point.
- Has a cochlear implant, capable of speaking and listening to some degree
- Very caring and thoughtful of others, hard working
- Not knowledgeable about post-secondary or career requirements and expectations
- Very friendly, easy to talk with
Academic Notes
- Reads and writes at or near grade level
- Scores high in most academic subjects, particularly science
- Does well in optional subjects
- Is aware of and sensitive to his less accomplished friend's progress and need for self-assurance
- Has had a set career goal since he was 10, with a backup plan
Personal Notes
- Both parents fluent in ASL, father is deaf. Step-family's sign skills unknown at this point.
- Has a cochlear implant, capable of speaking and listening to some degree
- Very caring and thoughtful of others, hard working
- Not knowledgeable about post-secondary or career requirements and expectations
- Very friendly, easy to talk with
Youth Notes - Jon
Jon is 17 years old and has completed the Grade 10 year.
Academic Notes
- General weakness in all core subjects - fails or borderline passes
- Tends to pass options such as CALM, physical education and home economics
- Even when he passes, the marks are not very high - at best, low 70s
- Has problems with concentration, staying on task
- Is aware of and sensitive to his academic shortcomings compared to peers
Personal Notes
- Only deaf person in his family
- All parents and step-parents are very supportive of Jon
- Some family members have basic sign skills, but none are fluent in ASL
- Experienced bullying and teasing in earlier years - vulnerable self-confidence
- Prefers hands-on tasks and doing things as opposed to being lectured
- Likes more 'concrete' ideas and concepts such as how things work, as opposed to abstract ideas such as the majority of high school math
- Reported by others to have issues with 'living in his friend's shadow' - low self confidence plus more assertive friend leads to falling into a follower role
- Very friendly person, appears eager to please. Easy to converse with
Academic Notes
- General weakness in all core subjects - fails or borderline passes
- Tends to pass options such as CALM, physical education and home economics
- Even when he passes, the marks are not very high - at best, low 70s
- Has problems with concentration, staying on task
- Is aware of and sensitive to his academic shortcomings compared to peers
Personal Notes
- Only deaf person in his family
- All parents and step-parents are very supportive of Jon
- Some family members have basic sign skills, but none are fluent in ASL
- Experienced bullying and teasing in earlier years - vulnerable self-confidence
- Prefers hands-on tasks and doing things as opposed to being lectured
- Likes more 'concrete' ideas and concepts such as how things work, as opposed to abstract ideas such as the majority of high school math
- Reported by others to have issues with 'living in his friend's shadow' - low self confidence plus more assertive friend leads to falling into a follower role
- Very friendly person, appears eager to please. Easy to converse with
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