The Business of Growing Up 

Meet the Career Planning teacher guiding high schoolers through the fog of the modern job market. 

At Insight School of Michigan (ISMI), career planning for at-risk high school students is about more than choosing a job—it’s about helping students rebuild confidence, re-engage with school, and create a sustainable future. As a virtual credit recovery school serving students with complex life responsibilities, Insight School of Michigan meets learners where they are—supporting students who may be balancing work, family, or other challenges while working toward graduation. 

For these students, the question isn’t just “What do you want to be when you grow up?” but rather, “How can you build a sustainable, passionate life right now?” 

Amy Barber-Niekamp, is a Career Planning Teacher at ISMI. 

With five years of experience at the school and a background in Family Consumer Science and Entrepreneurship, Amy has taken on the vital role of guiding students through the often-overwhelming world of career exploration.  

Her approach is far removed from the dry, textbook-heavy methods of the past. Instead, she is building a curriculum rooted in self-discovery, practical application, and genuine excitement for the future.  

More Than a Job Search 

Amy’s Career Planning class is designed to meet students exactly where they are. Structured across two quarters, the course is a journey that begins internally before moving to the external job market. 

“I break the class down into goal setting and self-analysis,” Amy explains. “We have a lot of discussions about getting to know yourself. What kind of worker am I? What are my personality traits? It’s about pinpointing what they actually like to do before we even look at job titles.” 

Using career exploration activities focused on interests, skills, and labor-market demand, Amy encourages students to dig deep. A recent breakthrough involved students identifying high-demand career paths with strong growth potential—helping them connect personal interests to viable futures. 

“The kids got so excited,” Amy recalls. “We had chefs, bakers, therapists, and construction workers. Suddenly, they were looking at salary requirements, education needs, and apprenticeships. It was like light bulbs were clicking everywhere.” 

Success Stories: Turning Dreams into Plans 

For ISMI students, Amy’s practical guidance can be life-changing. Her classroom has become an incubator for diverse ambitions, ranging from medical fields to the skilled trades.  

One inspiring success story involves a recent graduate who had a passion for animals. This student, who lived on a farm and worked with horses, dreamed of opening her own boarding facility or rescue foundation but didn’t know where to start. 

“We found that the best route for her was to start a foundation,” Amy remembers. “We walked through the business plan, and by the time she left the class, she had written out a formal business plan. She realized, ‘Oh my gosh, I can actually do this.’” 

Amy notes that success looks different for every student. It’s about opening doors and showing them options beyond just ‘punching a time clock.’ Currently, she has a 19-year-old student interested in the mechanics of renewable energy.  

“We were talking about the environment, and he mentioned windmills,” Amy shared. “I told him, ‘That is a huge career field right now.’ I asked him if he was afraid of heights, and we looked at the demand for technicians who can maintain these turbines. He saw the potential for a stable, high-paying career and got incredibly excited.”  

Breaking the Mold of Traditional Education 

Amy’s teaching philosophy is refreshingly impartial regarding the “College vs. Trade” debate. She recognizes that, for many ISMI students, traditional four-year universities may not be the immediate goal, and that is perfectly okay. 

“I want them to know that if they want to go to college, we will support them,” Amy emphasizes. “But if they want to go into the trades, join the military, or start a business, we support that too. My goal is to help them find something that makes them want to wake up in the morning.” 

This semester, she is guiding two students preparing for the military—one heading to the Marines and the other to the Army. Through her class, they aren’t just enlisting, they’re researching specific specialized careers within the service, such as aviation mechanics, ensuring they gain transferable skills for life after service. 

Connection in a Virtual World 

Because ISMI is an online environment, engagement is key. Amy uses interactive digital tools to create asynchronous communities where students can connect, share ideas, and support one another—even if they aren’t able to attend live sessions due to scheduling conflicts. 

“It’s rewarding when the kids show up and participate,” Amy says. “To hear that excitement, to have them ask, ‘Can you send me that link again?’ or ‘I didn’t know that was a thing!’ — that is the best part. They are thinking beyond their current struggles and looking at how to support themselves and build a future.” 

By combining “adulting” life skills—like budgeting and communication—with rigorous career planning, Amy is empowering a generation of students to break old habits, discover their worth, and step confidently into careers they are passionate about. 

Are you looking for a high school experience that supports your unique career goals and life schedule? To learn more about our career readiness programs and how we help students succeed, visit our Academics Page. 

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