Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding.
Career-life decisions influence and are influenced by internal and external factors, including local and global trends.
Engaging in networks and reciprocal relationships can guide and broaden career-life awareness and options.
A sense of purpose and career-life balance support well-being.
Lifelong learning and active citizenship foster career-life opportunities for people and communities.
As students are preparing to graduate and transition from secondary school, CLC asks that students have a possible preferred plan and the ability to apply and share this plan through career exploration hours and the capstone. Students are asked to demonstrate how their competencies as an educated citizen inform and support their ambitions after graduation.
deepening career-life concepts and thoughtful self-knowledge to inform personal life- long learning choices and post-graduation plans
using self-advocacy and employment marketing strategies, such as creating one’s own effective public profiles
employing developed social capital, such as leadership and collaboration skills, to cultivate community networks
engaging in a substantive experiential learning opportunity of 30 hours or more that is intended to expand and/or deepen student exposure to career-life possibilities, such as service learning, volunteerism, employment, fieldwork projects, entrepreneurship, and passion projects
designing, assembling, and presenting a capstone to an audience, celebrating the learning journey and next steps toward preferred futures.