Hopeful Transitions
Reimagining transition planning where each learner from grades 6 to 12 participates and is actively engaged in their career pathway and transition planning.
Getting started
1. Read about Hopeful Transitions
Every learner deserves a hopeful transition—one that encourages self-determination—to obtain employment and/or pursue their education, improve their economic and social well-being, and achieve their preferred future.
2. Understand your role
Everything starts with knowing your role. It affects how you support your learners and what resources you require.
3. Explore resources and activities
This site provides numerous resources, lessons, activities, and interventions to support your role.
About Hopeful Transitions
Overview
Life is a journey. Each of us will find a unique path, venturing to places and experiencing learning that will shape who we are now, and who we will become. Transitions are a part of that journey. Transitions happen when we move from one major milestone to another. Hopeful Transitions support the transition from middle school to high school and from high school to post-secondary life. These moments can bring about many changes and challenges, but careful preparation can make these sometimes-overwhelming periods hopeful.
Download the Guide
A brief introduction to Hopeful Transitions is provided by this website. For a deeper understanding of Hopeful Transitions, download and read the Hopeful Transitions Guide.
The Hopeful Transitions Guide
The Guide acts as a road map to help school staff identify and find what they need to best support each unique learner in developing the skills necessary to achieve their life and career goals and to help them plan for their transition from school to postsecondary life.
The Guide has been developed using the Response to Intervention model (RTI) and offers strategies, tools, and methods for school staff to facilitate transition planning as they support each student through this important stage of life.
Planning for transitions is not limited to helping students with career choice. The key to successful transitions is providing students with the knowledge, skills, and abilities to improve their well-being and achieve their life goals. This planning cannot be a one-size-fits-all approach for students. Transition planning is unique to each learner as it is student-centered.
Career describes each learner’s journey through life, learning, and work.
“Hope can be described as the perceived ability to walk certain paths leading to a desired destination, and helps people stay motivated when walking these paths.”
– C. R. Snyder
Why Hopeful Transitions?
Our world is changing rapidly, and today’s learners will experience many transitions. To best position them with the skills, knowledge, and abilities for future success, we must recognize the importance of transition planning for each student. Every learner deserves a hopeful transition—one that encourages self-determination—to obtain employment and/or pursue their education, improve their economic and social well-being, and achieve their preferred future.
Simply put, a hopeful transition is a positive mental health intervention. If we believe that every learner deserves a hopeful future, it follows that personalized career pathway transition planning should be universally accessible to all.
A Model
The Hopeful Transitions model moves beyond navigating transitions and focusses on proactive planning to foster positive emotions about the future. The Hopeful Transitions model is a new direction in career pathway transition planning, based upon the principles of the Response to Intervention (RTI) model.
Tier 1, core classroom instruction, is based on the outcomes identified in the New Brunswick Career Education Framework and best practices of Career Connected Learning.
The New Brunswick Career Education Framework – Career Pathway Planning for a Hopeful Future
This research-based framework…
Articulates the activities and experiences expected of Early Childhood to Grade 12 students attending Anglophone and Francophone schools in the province of New Brunswick.
Outlines the career development competencies and attitudes associated with better transitions and psychological well-being in young adulthood.
Ensures that New Brunswick’s provincial curriculum provides each learner with equitable and inclusive career education and pathway planning.
Uses the principles of universal design for learning (UDL) to address barriers to quality career education participation, processes, and outcomes, ensuring that each learning is valued and engaged.
Is intended to be embedded in all subject areas and is the foundational career education within a Response to Intervention (RTI) model.
It supports educators in delivering career education for each learner through evidence-based best practices such as:
Experiential learning
Labour market information learning
Social emotional learning
Global competency learning
Financial wellness learning
Hopeful Transitions as an RTI model supports Universal Design for Career Education by providing Tier 1, 2, and 3 resources and activities to allow for equitable opportunity, access, and agency for all. In order to select the learning activities and resources you will incorporate into your practice, you’ll first need to understand your role within Hopeful Transitions.
Universal Design creates accessible opportunities as they relate to career pathway transition services. It links academic content with career pathway transition planning, instruction, and goals.
Next steps
Everything starts with knowing your role. It affects how you support your learners and what resources you require.