Career Exploration and Self-Assessment: Connecting Strengths to Career Pathways

Career Exploration and Self-Assessment: Connecting Strengths to Career Pathways

Grades 9–12 · CDOS & Career Readiness · NYS CDOS Standards 1 & 3a · 55 Minutes

IEP/Transition Note: This lesson directly supports CDOS and the NYS Commencement Credential requirements for students with disabilities. The self-assessment and career exploration activities can be incorporated into students’ IEP transition planning sections. Document student work as evidence of participation in transition-focused instruction.

NYS-Aligned Standards

CDOS Standard 1 — Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. CDOS Standard 3a — Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. NYS Career Development and Occupational Studies (CDOS) Learning Standards

Learning Objectives — “I Can” Statements

• I can describe at least 3 of my personal strengths, interests, and values related to work.
• I can identify at least 2 career clusters that align with my strengths and interests.
• I can explain what steps I might take after high school to move toward a career goal.

Essential Question

What do YOU bring to the world — and how can you build a path that uses your strengths?

Lesson Sequence

Hook / Warm-Up (8 min)

“Best day at school” activity: Think of a time at school (or outside school) when you were doing something and time passed quickly because you were enjoying it. Share in pairs: “What were you doing? What about it felt good?” Connect: “That engagement is a clue about your strengths and interests.”

Direct Instruction (10 min)

1. Difference between: skills (things you’re good at), interests (things you enjoy), values (things that matter to you in work)
2. The 16 Career Clusters (CTAE framework): brief overview with examples relevant to NYS — healthcare, technology, culinary arts, education, construction trades, business, arts & media, etc.
3. Career exploration is not about picking one job — it’s about discovering patterns in who you are.

Self-Assessment Activity (18 min)

Students complete a “My Career Blueprint” (3 sections):

Section A: My Strengths and Skills Rate yourself 1–5 on: working with my hands, working with people, working with ideas/data, working with words, working outdoors, using technology. Then circle top 2.

Section B: My Interests Check all that apply: I like building things / helping people / creating art / organizing information / researching and learning / being in charge / working independently / working in teams

Section C: My Values Rank in order: helping others, earning a good salary, having flexibility/creativity, job security, learning new things, working outdoors, being part of a community

Career Cluster Matching (10 min)

Using a provided Career Cluster reference list (teacher provides), students identify 2–3 clusters that match their Section A and B profiles. For each: “Why does this fit me? What’s one job in this cluster?”

Post-Secondary Pathways (5 min)

Brief overview: 4-year college, 2-year/community college, vocational/trade programs, military, workforce training, entrepreneurship. “There is no one right path.”

Closure (4 min)

Exit ticket: “Name ONE career cluster that interests you and ONE strength you have that connects to it.”

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Career cluster reference list with visual icons (tools = trades, stethoscope = healthcare, etc.)
• Self-Assessment Section A: allow circling pictures of activities instead of reading/rating
• Exit ticket: “I like ___ (draw). This connects to ___ (draw or write in any language).”

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Vocabulary: strength, interest, value, career cluster, skills, aptitude
• Sentence frame: “I am good at ___. I enjoy ___. This connects to the ___ career cluster because ___.”

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

This resource has STRONG SDI relevance — aligns with NYS IEP Transition Requirements (8 NYCRR 200.4)

• Content: Reduce Section A to 4 items (hands, people, ideas, technology); reduce career clusters presented to 6 with visuals
• Methodology: Use a “person-centered” approach: prompt with strengths before weaknesses; involve paraprofessional to help navigate the Blueprint
• Delivery: Read all items aloud; allow verbal responses on Blueprint; teacher/counselor can scribe

Transition IEP Alignment: Student’s completed Career Blueprint can be attached to IEP transition section as measurable post-secondary goal documentation. Teacher should note: student demonstrated ability to identify personal strengths and connect to career pathway options.

Suggested Placement: General Education, ICT, Resource Room, Self-Contained

Alignment Record