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Champlain Valley Union High School

Rationale/Context

Program Overview

Standards

ESLs (CVU standards)

Vermont Model

Curriculum Design: Understanding by Design (UbD)

Activities

Handshake/welcome

Expectations

Student Goals/Career Interests

Making an Impression: dress, attitude, reliability, confidentiality

Research and Writing Questions

Making Contact

Phone call script and practice

Email Protocol

Shadow Experience

Reflection Seminar – Questions and report out to others

Gratitude: Writing Thank You Notes

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Career Exploration: The Shadow Program

CVU MISSION We believe that every student can demonstrate the behaviors, skills, and knowledge essential for a contributing

member of a democratic society. The mission of CVU and the community is to ensure this learning for all students

and to challenge them to develop excellence in their individual pursuits.

Much emphasis is placed now upon making learning in school relevant. The Vermont Dept. of Education,

in its publication High Schools on the Move:Renewing Vermont’s Commitment to Quality Secondary

Education, defines as one of the twelve principles for high school renewal as “Real-Life Experiences.”

Student experiences in the workplace through internships, shadow programs, volunteering, workshops,

conferences, etc. enrich a student’s education by providing meaningful insight into the work world beyond the

high school walls. In addition to developing their own perceptions of different careers, students learn and

practice skills for job readiness. These readiness skills include reliability, punctuality, problem-solving,

questioning, and communication skills. Students may also find relevance for what they are learning in school.

Student performance improves when a topic is viewed as relevant and the student sees a purpose in learning

(citation).

Job shadowing is as old as man. One man learning from another. A child learning to bake from a mother

begins by watching. A welder first observes before undertaking small tasks to develop skills. In our world with

so many options for careers, students must learn about themselves and their own interests from a variety of

sources. Much of their information about what actual careers or jobs look like comes from parents, peers,

television, internet, print media, etc. Being able to first-hand observe a job, being present in a workplace,

having access to a professional in that job offers invaluable opportunity for students to assess their own interest,

proclivities, capability, and motivation.

Context

Ideally, all students would have ample time in several job settings to learn about their own interests and

test their assumptions about particular careers. In our community, professionals have been very generous

sharing their professional knowledge with CVU students in Grad Challenge projects. Students also volunteer in

numerous ways and commit time to many non-profits. Our community continually demonstrates its care for

educating teenagers.

In the past decade, UVM enrollment has increased 28% (datapoint accuracy, citation, I heard it VPR

yesterday in series on UVM) from approximately 7,000 to 10,000 undergraduates. This increase in the number

of young, inexperienced adults looking for learning opportunities makes it more challenging to create lengthy

(45 -200 hour) internships.

Businesses are currently squeezed in difficult economic times. While many recognize the value of free

labor, most do not have the employee bandwidth to take an inexperienced novice under their wing and train

them. The return for them is intrinsic and does not relieve the pressure on the bottom-line.

Given these two pressures alone, more young people in Chittenden County and less capacity in businesses

to take on inexperienced interns leads schools to think creatively to create opportunities. Re-embracing the

Shadow Program respectfully recognizes that while businesses are strapped, many will agree to short-term, one-

time, observation opportunities for students. The capacity within our community is generous.

From a student’ perspective, shadowing is very appealing. Without enough information, it is challenging

to make any lengthy commitment to an off-campus learning experience. “Will I like it?” is a prominent

question. The risk can be enough to cause students to remain in the comfort zone of high school or home.

Decreasing the time commitment allows students to check out a career and test the waters. Should it prove

interesting, students can then pursue the next step.

Shadowing is a low-risk opportunity to practice job readiness skills. Effective programs include steps in

training to ensure that students can demonstrate timeliness, positive attitude, research skills, and communication

skills. Programs that take time to teach and review these skills before shadow placements are made have a

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higher rate of success for students. When a student experiences what it takes to make a positive impression, the

rewards remain impactful.

In summary, the current economic climate decreases the number of internship opportunities available to

the younger segment of the young adult population, those ages 16-18. Local businesses and organizations,

however, remain generous in spirit with offering short-term observation experiences. Students learn in

preparing for a shadow experiences the same job readiness skills they would use when seeking employment.

With student schedules changing every three months and not entirely within their control (Drivers’ Ed is only

offered then, mom made a dentist appt., the team dinner is then, etc.), students are more easily able to follow

through on scheduled, short-term commitments to observe careers.

% of CVU students headed on to college

% of CVU students seeking employment after high school

Average cost of college tuition

Earning potential of high school graduates compared to college graduates

CVU mission statement

Standards for career exploration

Trend: emphasis in education on authentic learning experiences, differentiated instruction, different pathways,

relevancy

From A Description of Junior High and Senior High School Students' Perceptions of Career and Occupation.

By: Pyne, Deena; Bernes, Kerry; Magnusson, Kris; Poulsen, John. Guidance & Counseling, Spring2002, Vol. 17 Issue 3,

p67, 6p

Subjects: HIGH school students; NEEDS assessment; ADOLESCENT psychology; ALBERTA; CANADA

“Mitchell (1977) conducted a survey of career development for 17-year-olds. The data from this study suggest that youth

are actively thinking about their future, that they have discussed their plans with others (usually with parents, but less

commonly with counselors), and that they think about their future in terms of what job they would eventually like to hold.

Noeth, Engen, and Prediger (1984) found similar results in a survey of 1,200 high school juniors: interesting classes,

parents, grades, friends, and extra-curricular activities all rated higher than counsellors in terms of their helpfulness with

career decisions. Thus, the sources of information that adolescents access most often may not be the most

knowledgeable.”

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Career Exploration: The Shadow Program

CVU MISSION We believe that every student can demonstrate the behaviors, skills, and knowledge essential for a contributing

member of a democratic society. The mission of CVU and the community is to ensure this learning for all students

and to challenge them to develop excellence in their individual pursuits.

From a student’s perspective:

Short-term, low risk (Will I like it?)

Fit with changing schedule

Fit with schedule not entirely in my control

Try several different things

Brief orientation in pragmatic skills, useful forever

From a community perspective:

Short-term, low risk commitment (Will it take too much time?)

Can provide reasonable, engaging tasks or give 1-3 hours of observation time

Enjoy giving, remembering when I was novice

Low cost impact

From a school perspective:

Fits with stated mission

Meets espoused standards (VT Framework, VT Counseling Model, school ESLs)

Can offer shorter experience to more students

Low investment, high impact

Doable, not rocket science

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Expectations for Student Learning (ESLs)

most relevant to participation in the Shadow Program

Overall participation

Students must determine their area of interest. Students are asked: “As a result of this experience, what would

you like to know?” or “If this experience is successful for you, what will you learn?” Students must write

questions, research the organization and/or person, and state their goal for this career exploration.

7.0 Goal Setting

7.1 Setting Goals

7.2 Pursuing Goals

The design of the program includes more than simply arriving at a job site and shadowing. Students must

research the organization and person they will be meeting by using the internet to read any available

information about the organization, company, school, lab, etc. (ESL 4.3).

1.0 Communication

Students draft questions to ask. Students must then make a phone call to introduce themselves and

follow up their experience with a clearly written professional thank you letter (ESL 1.0 and 2.0)

1.2 Awareness of Audience

The focus is on the relationship between the student and community member. Students will demonstrate

awareness of the community member’s time, intention, motivation, and commitment.

1.3 Listening

Students review skills of listening and framing questions.

2.0 Writing

2.1 Purpose

2.2 Organization

2.3 Evidence and Analysis

2.4 G.U.M.

2.5 Voice and Tone

Students write and send a thank you note in a timely manner. Due to receiving “final” letters with

grammatical errors, repetition, and little or no information, steps were created to include submission of a draft to

the coordinator, a feedback loop, and signing the final letter on letterhead.

4.0 Technology

4.3 Information Access and Evaluation

Students are instructed and guided to research any available information on the internet prior to

contacting their shadow match. Students learn not to ask questions for which information is published and

available, such as where are you located, when are you open, does your organization…? Rather students are

taught to use information to lead to the next question: For example: “I read about the Vermont Archeology

Society and we are meeting at a lab at UVM, what type of work does each do? And, how do they work

together?”

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Vermont Comprehensive School Counseling Model – Standards and Competencies

As a result of participation in this program, students will develop competence to meet the following standards

from the Vermont Comprehensive School Counseling Model:

Academic Development Domain

Competency B2 Plan to Achieve Goals

A:B2.7 Identify post-secondary options consistent with interests, achievement, aptitude, and abilities

Competency C1 Relate School to Life Experience

A:C1.2 Seek co-curricular and community experiences to enhance the school experience

A:C1.3 Understand the relationship between learning and work

Career Development Domain

Competency A1 Develop Career Awareness

C:A1.1 Develop skills to locate, evaluate, and interpret career information

VT 3.15 Students know about various careers

VT 1.18 Students use computers, telecommunications, and other tools of technology of research, to

gather information and ideas and to represent information and ideas accurately and appropriately

Competency A2 Develop Employment Readiness

C:A2.7 Develop a positive attitude toward work and learning

C:A2.8 Understand the importance of responsibility, dependability, punctuality, integrity, and effort in the

workplace

Competency B1 Acquire Career Information

C:B1.5 Use research and information resources to obtain career information

VT 1.18 Students use computers, telecommunications, and other tools of technology of research, to

gather information and ideas and to represent information and ideas accurately and appropriately

Competency B2 Identify Career Goals

C.B2.1 Demonstrate awareness of the education and training needed to achieve career goals

C.B2.3 Use employability and job readiness skills in internship, mentoring, shadowing, and/or other work

experience

Competency C1 Acquire Knowledge to Achieve Career Goals

C.C1.3 Identify personal preferences and interests which influence career choice and success

Competency C2 Apply Skills to Achieve Career Goals

C.C2.4 Apply academic and employment readiness skills in work-based learning situations such as

internships, shadowing, and/or mentoring experiences.

VT 3.15aaa Students know about various careers. This is evident when students: Collect information

about specific careers, and experience these occupations directly or indirectly through classroom work,

community work, and/or workplace experiences such as job shadowing, working with a mentor, performing

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community service, apprenticeships, youth entrepreneurships, courses in technical centers, or community

placements.

Champlain Valley Union High School

CVU Shadow Program

Student _____________________________ Group ____________________ Class: Connected to a class

Grade: ___10, 11, or 12

Established Goals:

1. To explore career topic areas to gauge your interest and learn about requirements and options

2. To connect “school learning” to authentic work experiences

3. To create future connections through positive impression in topic area of interest – you represent CVU and you

represent yourself (give example: PILOT program and college internship opportunity)

4. To develop career readiness skills in reliability, attitude, communication, and appearance

Understandings: Students will understand:

Expectations of readiness skills: reliability, punctuality, dress, handshake, communication, confidentiality

the context of the business world and the generosity of community members to offer opportunities

the importance of following through to thanking the Host Professional

Essential Questions: 1. What is your motivation for participating in the

Shadow Program? 2. What is your area of interest? 3. Do you have transportation or do you need it? 4. What is your level of commitment to the activities? 5. To what extent are you skilled and comfortable

making a phone call to someone you do not know, composing questions, writing a letter?

6. If this is successful for you, what will you know?

Students will know…

Employment readiness skills: reliability, confidentiality, attitude

Elements of an effective phone call

Elements of an effective email

Expectations of participation

How to write an appropriate thank you letter

How to stay safe

Students will be able to…

Find information about the career, organization, and professional

Make an initial phone call to introduce oneself and confirm meeting time

Send an appropriate email with questions

Compose a thank you letter

Trust their instincts if they are uncomfortable in any situation and remove themselves

Evidence Performance Tasks: Timeliness – did the student submit application on time, arrive to class on time, come to meeting with Coordinator on time, participate in Shadow Experience on time, complete thank you letter Work Completion – Did the student submit an application complete with

Other Evidence: Did the student receive a compliment from the Host Professional? Was the opportunity extended to the student to intern or return? Is the Host Professional willing to take another student at another time?

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parent and Advisor signature; Did the student stay for the duration of the Shadow Experience; Did the student participate generously in the Reflection Seminar; Did the student complete the thank you letter?

Plan Activity Purpose Materials Time/schedule

COORDINATOR

Partner with faculty member to offer program to class

To connect shadow opportunities to course curriculum; To schedule time

Outline of expectations, curriculum, schedule on web page

Prework

Observe class To familiarize self with course context, climate, and student ability levels

none Prework

With teacher, introduce program opportunity to class

To set tone, expectations, and outline participation

Web site Moodle page Calendar schedule application

Five weeks prior to Shadow Day

STUDENTS

Complete and submit application with parent signature

To specify interest, motivation, transportation, and commitment

Four weeks prior to Shadow Day

Meet individually with Coordinator To know students in order to make appropriate match

Four weeks prior to Shadow Day

MATCHING On-going

ORIENTATION FOR STUDENTS *

Three weeks prior

1. The handshake To practice handshake and know its importance in making an impression

[find UofVa web link] 2-5 minutes

Impression To review the impact of attire, posture, attitude, eye contact, listening skills, reliability, confidentiality

Statement of expectations Dress code Rules of behavior

10 minutes

2. Research To learn what information is available on-line on organization, career, professional

Students receive index cards with name, organization, address, email, phone number, time

30

3. Questions Write list of questions for the Host

Open-ended questions vs. closed

10 (homework due in two days via moodle)

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* See Orientation Outline next page

Professional to answer questions

4. Phone skills Making a phone call to Host Professional

To learn skills to make introductory phone call to Host Professional To introduce oneself and confirm time and location, send questions via email

Elements of an effective phone call Script of effective phone call

10 minutes (define, model, practice)

5. Effective email protocol How to write a proper email

Elements of an effective email

Define

SHADOW EXPERIENCE

SHADOW

Arrive on time

Dress appropriately

Transportation schedule

1-4 hours on Shadow Day

6. Reflection Seminar

to share with other students to learn about other careers

Reflection Questions on moodle

Early block or in class time: 45 minutes- 1 hour or separate times

7. Thank you letter to Host Professional

To write an appropriate letter of gratitude and submit to Coordinator

Boiler plate and examples of effective thank you letters from other students

10 minute review, 15 minutes to draft letter, make corrections in one day, final letter submitted within one day

Coordinator writes thank you note

To express gratitude and continued good community relations

Sent within two weeks of Shadow Day

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CVU Shadow Day Orientation Outline

Course topic To do Materials

Welcome/nametag Handshake and nametag * Info on handshake

– web page

Introduction –

o purpose of shadow

experiences

What do you want out of this experience? If successful, what

will you know from this experience?

* Purpose statement

Business and community –

o in business, not in business

of educating

o favor, generosity

o represent CVU, future

shadows, internships

o What do they look for?

Attitude, dress, reliability

o Confidentiality

If you were an employer with a business and a faculty

member from a local high school came to you to ask about

shadowing, what would you be looking for in a student?

Power of impression:

Neat, clean, appropriate attire

Reliability

Attitude

* List – student

generated

Goals

o Goals for experience

o Career Interests

What is your goal for experience (similar to intro q) Goals – student

generated

Process

o Matches

o Research web

o Write 8-10 questions,

review open-ended questions

vs. closed

o Call contact person – intro,

time, directions

Hand out matches with description

Research for available info on web

Write 8-10 questions; submit copy to Coordinator

Practice in pairs making initial phone call

Confirm transportation

Students make calls

Index cards with

info on individual

matches

Open-ended vs.

closed questions

Draft of

transportation

schedule

Phone call outline

Shadow Day

o On-time

o Dressed well

o Inquisitive/helpful

Student experience

Reflection

o Early block – be prepared to

share three things that you know

now that didn’t know before

and three next questions

o Video/flipcam

o Photos for web page

Reserve room, configure in the round.

Round table sharing

What do you know now that you didn’t know before

(3 things)

What additional questions do you have?

How has this influenced your career or academinc

interests in future study?

Reflection

questions on moodle

Gratitude

o Review protocol for thank

you note

o Write thank you note

o Receive feedback; improve

letter to final

o Final signed copy to

Coordinator who will send

through CVU mail with own

letter

Elements of a thank you note

Draft a thank you note; send copy to Coordinator to

send with school’s own thank you

Give ideas to Coordinator for future job shadow

places, including parents’ work

Example of thank

you note

questions to

generate content for

note

coordinator thank

you note

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Six Tips for a Perfect Handshake Kate Lorenz, CareerBuilder.com editor Science backs up what the etiquette books have been saying all along: A firm handshake helps make a good first impression for both males and females. A July 2000 University of Alabama study found that consistent with the etiquette and business literature, there is a substantial relationship between the fe atures that characterize a firm handshake (strength, vigor, duration, eye contact and completeness of grip) and a favorable first impression.

"Handshakes are the only consistent physical contact we have in the business world. They happen first, so they set the tone for the entire relationship," says Jill Bremer, a professional image consultant and co-author of 'It's Your Move: Dealing Yourself the Best Cards in Life and Work' (Financial Times Prentice Hall). "People make an immediate judgment about your character and level of confidence through your handshake. I have participants pair up and try all sorts of "bad" handshakes -- wet noodle, fingers-only, bonecrusher, two-handed, upper hand - then teach them the right way to do it." Here are some tips from the experts on the perfect handshake.

Be a mover and shaker. It is appropriate to shake hands in any public business setting -- job interviews, business meetings, thank-you gestures. The proper handshake should be firm, with an energy that communicates sincerity, strength and professionalism, says Dianne M. Daniels, a certified image coach and author of "Polish and Presence: 31 Days to a New Image." The perfect handshake is one that conveys a friendly, welcome attitude. "Generally, the person who extends their hand first has the 'power' in the setting," says Dr. Nancy B. Irwin, a Los Angeles-based psychologist and therapeutic hypnotist. "In our American culture, the handshake shows interest, openness and confidence."

Put them in the palm of your hand. Dale Webb and Pauline Winick, founders and directors of the Protocol Centre in Miami, Fla. stress the importance of having proper form. Extend your arm with your hand outstretched with thumb straight up. Make sure hands are web-to-web -- slide your hand into the other person's until your webs touch. Give it just two pumps.

Get a grip. Limp, lifeless handshakes tend to communicate timidity, passivity or intimidation. The "limp fish" and "barely touching" handshakes project a sense of distance and a "don't touch me" attitude, says Daniels. It's hardly welcoming and no one, including women, is exempt from this rule. Handle it with gloves. When shaking hands with a more mature person than yourself, Daniels advises to be careful not to squeeze the hand you are offered too tightly -- it could cause pain. This also applies to not rapidly or strongly pumping their arm, as you could cause injury. Many people have allergies, sensitive skin or fragile bones due to health issues, such as carpal tunnel, adds Irwin.

When to go hand in hand. When shaking hands to congratulate someone, Irwin recommends the double handshake. This is when you "glove" or "sandwich" the other's hand with both of yours and indicates pride, warmth and sharing. "This can overpower or threaten some people," says Irwin, "so one must be careful and use this when they know someone well."

Be a right-hand man or woman. In today's business environment, both women and men shake hands. The idea of a man waiting for a woman to extend her hand first is outdated, say Webb and Winick, and a woman should extend her hand. What about men? "Save the 'I'm stronger than you' type of grip for non-business situations with friends or competitors," says Daniels. "Exerting yourself to give a stronger-than-normal squeeze to another man is not the way to show your dominance, and can set a confrontational tone for the rest of your association."

Kate Lorenz is the editor for CareerBuilder.com and its job-seeker blog, www.TheWorkBuzz.com. She researches and writes about job search strategy, career management, hiring trends and workplace issues. Follow her on Twitter www.twitter.com/katelorenz.

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Research and Questions

1. Read the web site for the organization, company, or group you are visiting.

2. Write 8-10 questions that you will email to your contact person after your initial phone call and at least one-two days

ahead of your scheduled shadow time

3. Bring a copy of your questions with you, along with a notebook and pen.

Types of Questions

There are two types of questions: open-ended and closed. Both have purposes.

Open-ended questions yield more information than a simple yes or no.

Closed questions yield one word answers.

Examples:

Closed: How many years of college did you go to?

Open-ended: How did you prepare for this career?

Closed: Do you like this work?

Open-ended: What do you like best about this work?

Closed: Has your job changed much in the past ten years?

Open-ended: How has your job changed in the past ten years and why do you think it has?

Some suggested topics to ask the Professional whom you are shadowing:

Their motivation for getting into this career

Education and training

Opportunities for learning more

Salary and benefits

Related jobs

Trends – how easy is it to get a job; demand; changing technology

What is important to study; what experiences are helpful

Impression Dress

Students must dress to make a good impression: neat, clean, and appropriate. Appropriate dress means to dress as

though you want to be offered a job.

Timeliness

Students should arrive ten minutes early and wait in the car (bring something to read). Allow time for locating the

place, finding parking, signing in if they have a front desk and visitor pass process, etc. Beginning your introduction

with an excuse for being late is never a good way to start.

Handshake

We will practice this. Shake someone’s hand firmly with sincerity.

Preparedness/What to bring

List of questions (which you emailed earlier)

Something to write with, something to write on

Leave better than when arrived

Look for ways to help out if you are there long enough

Thank you (parting handshake)

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Follow-up

1. Reflection summary (Q & A posted on moodle page)

2. Thank you note – this is essential. This is also not an email. This is written on CVU stationary and given to

the Coordinator to review and mail.

See examples on the moodle page of effective thank you letters.

A template for the thank you letter is on the moodle page.

3. We want to leave a good impression to keep the doors open for other students. You never know, this may

lead to a recommendation for future project or internship. Vermont is a small town and paths do cross again

and again.

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Effective phone call/phone message

Prior to making a phone call to Host Professional:

review website

get directions

get names right

Purpose of this phone call is to confirm:

Contact person’s name

Introduce your name

State reason for calling

Who you are leaving a message for

When you will call back

If they have an opportunity to call back, your number and times to reach you (keep it simple)

Elements of an effective phone call/message:

caller identifies him/herself clearly; recipient knows who is calling

caller states reason for call; recipient knows why you are calling

recipient has time to respond

information is exchanged

Conversation is summarized: who will do what when

Contact information is exchanged with expectation on how/when to reach one another (in case each

needs to get in touch)

Caller thanks recipient and bids good-bye

Example phone script:

Hello, this is _________________________ calling for ____________________________.

(your name) (contact person’s name)

I understand you are willing to give me an opportunity to shadow someone who works in

(or at) __________________________________. I am calling to confirm the time and place

(name of company/organization)

and the name of the person I will be shadowing.

I can be reached at _______________________________ at _________________________

(phone number) (time likely to be near phone)

or by email at ___________________________________.

(email address)

I have a short list of questions that I would be happy to forward to you beforehand.

I need directions to ____________________________________.

(company/organization)

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I believe time for this is _____________________ from ____________to

(day, date) (arrival time)

_______________. I hope that still works for you.

(departure time)

Thank you for this opportunity. I look forward to meeting you.

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Effective Email Email is not always the best tool for initial contact. Sometimes it is the only way to get in touch with someone. If it is the

first time you are contacting someone, write this carefully and review it before sending. A phone call is always the best

option.

Email – which ones get read and responded to, which ones spam

Effective email has:

Name, introduction, reason, action, appreciation

Proper grammar and punctuation

Accurate contact information

Tone – respectful, asking for something, professional

Disrespectful email and, therefore, disregarded may have:

Casual greeting (example: Hey,)

Misspellings, grammar errors, no punctuation

Inaccurate information (example: I am available at… and you are not)

Inappropriate tone – expect them to give you something, speak poorly of others, you have to do

this

Effective Disrespectful and easily disregarded

Hello [name],

I am a student at Champlain Valley Union High

School and am interested in the opportunity to

shadow someone who works in [company/career].

I understand that MaryAnne Gatos contacted you

and that you are willing to have me visit. I am

hoping to speak to you before I come to [name of

company/organization]. I can be reached at [phone

number] at [times] or you could respond to this

email with the best time for me to call you.

I look forward to meeting you. Thank you for this

opportunity.

hey!

I heard from this lady at CVu that you said it is ok

for me to come down and see what you all do and

to find out about a career in uyour work area. that

wuld be cool. I will be down on friday because I

have another thing to do on thursday. See you

then. I think this work is relly interesting. thnx

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[Example of web site announcement]

CVU Community Learning Experience

Job Shadowing Opportunity Job Shadowing provides students with an opportunity to see a career in action. Students select careers of

interest and are matched with someone in the community who works in that area of interest. Job Shadowing

is a 1-3 hour experience during which a student observes and participates in a selected career.

We at CVU appreciate the willingness of our community members to help guide our students in

learning about careers and job responsibilities. We are grateful for their contribution.

Thursday, April 22nd and Friday, April 23rd

between 1:30 and 5:00pm

at the job site

Expectations of student participation:

• complete surveys of career interest and learning style to specify three areas of interest

• complete permission form

• write three questions for specific job shadow experience

• contact job shadow contact person by phone at least a week before Shadow Day

• be reliable, presentable, and respectful

• share your learning with others at CVU

Expectations of Community Partner for career shadowing:

• designate a contact person

• set a time and place for the student to meet that person

• receive communication before Shadow Day with a list of questions to be answered on Shadow Day

• show student aspects of your job, asking for assistance with a task, if appropriate

• sign the shadow verification form

____________________________________________________________________________________

For more information or to offer a job shadow opportunity, please contact:

MaryAnne Gatos

482-7195

mgatos@cssu.org

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[Example of application- note: this will be different if connected to a class.]

CVU Community Learning Experience

Shadowing Program Application

- for sophomores and juniors - Job Shadowing provides students with a 1-3 hour opportunity to see a career in action. Students select careers of

interest and are matched with someone in the community who works in that area of interest.

We at CVU appreciate the willingness of our community members to help guide our students in learning about

careers and job responsibilities. We are grateful for their contribution.

Shadow Day – Tuesday, February 1, CVU half-day

between 1:30 and 5:00pm

at the job site

Expectations of student participation:

• complete application and permission form by Friday, January 7th

• attend an orientation meeting, early block early block, Wed., Jan. 26th

• write eight questions for specific job shadow experience

• contact job shadow contact person by phone at least a week before

Shadow Day

Jan. 26 - 28

• be reliable, presentable, and respectful Shadow Day, Tuesday, Feb.1

• share your learning at a scheduled Shadow Review meeting;

• submit draft of thank you letter early block, Friday, Feb. 4

early block, Friday, Feb. 4

• write final thank you note and submit signed to program

coordinator for mailing by Friday, Feb. 11

Expectations of Community Partner for career shadowing:

• designate a contact person

• receive communication before Shadow Day with a list of questions to be answered on Shadow Day

• show student aspects of your job, asking for assistance with a task, if appropriate

• sign the shadow verification form

Parental Permission

My student, ______________________________, has my permission to complete a job shadow experience.

My student has permission to carpool with another student.

Parent signature __________________________________________________ Date ________________

Student Understanding

I understand you will try to create this opportunity for me and agree to meet the expectations stated above.

Transportation

I will have my own transportation to and from my job shadow site. Yes No

I can legally drive others. Yes No

Student signature __________________________________________________ Date ______________

Please contact MaryAnne Gatos if you have any questions or wish to offer a job shadow opportunity.

mgatos@cssu.org 482-7195

See other side

MAGatos 3/31/2016

CVU Community Learning Experience

Job Shadowing Opportunity

Student Name ______________________________________Advisor _____________________________

CVU ID# ____________________Year of graduation _____________Phone _______________________

Interests and Matching

Our goal is to align students with shadow opportunities that match their preferred interests. This is not always possible

due to scheduling, transportation, confidentiality, and availability. We try to offer as close a match as possible.

Student Interest - Please check all that apply.

Accounting and bookkeeping

Animal care

Architecture

Arts and Entertainment

Dentistry

Education

English/foreign language/journalism

Engineering

Entrepreneurship

Event Planning

Fire and Rescue

Forestry

Graphic Design

Health care careers

Hospitality

Office management

Landscaping/gardening/farming

Law and politics

Music

Philanthropy and fundraising

Police

Recreation wellness

Science

Technical automotive skills

Technical computer skills

Other: please be specific. You may list an organization, career, or area of interest.

Advisor signature: ___________________________________________________date ______________

MAGatos 3/31/2016

Resources

Champlain Valley Union High School Expectations for Student Learning, CVU website: www.cvuhs.org,

2011.

Champlain Valley Union High School Mission Statement, CVU website, www.cvuhs.org, 2011.

Vermont Comprehensive School Counseling Program Guide, 2008, edited by Cynthia R. Edson

Vermont Department of Education, High Schools on the Move: Renewing Vermont’s Commitment to Quality

Secondary Education, Vermont High School Task Force, Montpelier, Vermont, August 2002.

Resources about the Effective Handshake:

Lorenz, Kate; Six Tips for a Perfect Handshake

CareerBuilder.com editor, http://www.careerbuilder.com/Article/CB-431-Interview-Tips-Six-Tips-for-a-

Perfect-Handshake/, 2009.

Virginia Tech website, career information includes tips on the effective handshake,

http://www.career.vt.edu/interviewing/Handshakes.html

Campus Career Center, campuscareercenter.com, http://www.career.vt.edu/interviewing/Handshakes.html,

2011. “Get a Grip: Handshaking 101”

“Avoid These 10 Interview Bloopers -- Critical Job-Seeker Mistakes,” http://www.quintcareers.com/interview_mistakes.html, Quintessential Careers, a subsidiary of

EmpoweringSites.com, Kettle Falls, WA 99141.

“Don't Shake Off the Handshake: Research Confirms a Firm Grip Is Key to Successful Job Interview,”

Newswise website: http://www.newswise.com/articles/dont-shake-off-the-handshake-research-confirms-a-firm-

grip-is-key-to-successful-job-interview, 2011, Newswise, Inc., 215 5th St. SW, Suite 100,

Charlottesville, VA, 22903.

“How to Shake Hands in a Job Interview,” e-How website, http://www.ehow.com/how_2032750_shake-hands-

job.html, 1999-2011 Demand Media, Inc

Could not download but am interested in:

Visher, Mary G.; Bhandari, Rajika; Medrich, Elliott, High School Career Exploration Programs: Do They

Work?, Phi Delta Kappan, Oct2004, Vol. 86 Issue 2, p135-138, 4p