Personal Career Development Plan

 

Where do you want to be in five years professionally? Prepare a plan outlining your career goals and the development plan you think you need to follow to achieve those professional goals. Include research about what you need to do to accomplish those goals. You must talk to at least one professional in the field and get their insight on what you need to know & experience to earn the job you want. If you need contacts, please let me know. You may NOT interview someone you have interviewed in the past or someone at your current job. You should include examples from class of what you have learned and how you will implement it. Make sure you consider your competencies and values.

For the interview: Create 6-10 thoughtful questions to ask your professional that will give you insight to their job duties and experiences in the field. Provide brief answers/notes from your conversation. These can be bullet pointed or outlined.

Personal Career Development Plan – Interview Questions

Where do you want to be in five years professionally? Prepare a plan outlining your career goals and the development plan you think you need to follow to achieve those professional goals. Include research about what you need to do to accomplish those goals. You must talk to at least one professional in the field and get their insight on what you need to know & experience to earn the job you want. If you need contacts, please let me know. You may NOT interview someone you have interviewed in the past or someone at your current job. You should include examples from class of what you have learned and how you will implement it. Make sure you consider your competencies and values.

For the interview: Create 6-10 thoughtful questions to ask your professional that will give you insight to their job duties and experiences in the field. Provide brief answers/notes from your conversation. These can be bullet pointed or outlined.

Sample Solution

The awareness of social and emotional learning has been acknowledged for many years and has been emphasised by Maslow’s (1954a) hierarchy of needs, supported by Every Child Matters policy (2003). Both recognise the need for a holistic education which includes social and emotional learning. Every child has the right to an education (The United Nations Convention on the Rights of the Child, 1992b) and article 29 states ‘You have the right to education which develops your personality, respect for other’s rights and the environment’ therefore, the legislation and guidance depicts that education should have a holistic approach which should include social and emotional learning. This is supported by the National Curriculum which states ‘all schools should make provision for personal, social, health and economic education (PSHE) (2013a). However, does not define the amount of time that should be spent on PSHE. Social and emotional learning (SEL) in schools is included as part of children’s personal, social, health and economic education (PSHE) lessons. The Department for Education (2013c) states ‘Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education’. Nevertheless, the amount of time spent on PSHE varies in every school and how it is delivered is decided by the Headteacher and the leadership team therefore, the amount of time spent in schools on SEL will vary. Furthermore, the National Curriculum changed in 2013, which now allows for educational settings to deliver SEL as they see fit. Despite this, The Office for standards in Education (Ofsted) (2017) do now evaluate the effectiveness and the impact the SEL has on a child’s welfare and mental health when inspecting the setting.

This essay will essentially compare and critically evaluate selected neurological, psychological and social theories and concepts. Additionally, it will critically analyse different types of social and emotional learning resources used in setting and the effectiveness of them. Similarly, it will evaluate how they link to the wider curriculum, impact on other aspects of school life and whether they facilitate monitoring and evaluation.

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