Career Development Kindergarten through Grade 12.

Career Development

Kindergarten through

Grade 12

Students Need to Know…

Who they are…Where they want to go…

And how they are going to get there!

Career Education and Work Standards (CEW) are the key

to making this happen…

“When I was growing up, I always wanted to be

somebody.

Now I wish I had been more specific.”

~Lily Tomlin

“ In an ever-changing global environment where interdependency abounds, the best and highest quality of education is a necessity no longer reserved for the few, but demanded for all. ”

~Breaking Ranks: Changing an American Institution

Global Prosperity Means…Success in a world of change requires schools to ensure that all students have:

the capacity to be autonomous, lifelong learners

the ability to solve problems and create new solutions

the ability to collaboratively work with others

The Changing Workplace Skills for work, college and citizenship

are essentially the same

Jobs for unskilled workers are declining

Wages for high-school-only graduates have declined 70% in the last 20 years

The “knowledge-intense” workplace requires new skills

• problem-solving• teamwork • learning how to learn

High School Is Not Enough! Most careers require more than a

high school diploma

Students need to be aware of the many postsecondary options

The six fastest-growing occupations nationally - all in computer-related technologies - require at least an Associate’s Degree

~U.S. Bureau of Labor Statistics

The Old and New…The Old Workplace

The New Workplace

Employees worked in a defined workspace

Employees’ workspace can be virtual

Success was dependent upon: • Career Ladder • Loyalty to Company • Entitlement

Success is dependent upon:• Valued Skills• Work Performance• Marketability

Employees received salaries, benefits and job security

Employee’s salaries, benefits and job security are balanced with personal freedom and choice

Employees looked to their supervisors

Employees look to their customers

Employees were individuals hired directly, working as individuals and evaluated based upon individual productivity

Employees are team members and may include vendors and entrepreneurs, and evaluation is often based on group productivity

National Trends:Then and Now

Mid 20th Century

21st Century

Professional

20% 20%

Skilled 15% 65%Unskilled 65% 15%

~U.S. Bureau of Labor Statistics

Changing Schools More active learning requiredMore active learning required Teaching to diversified learning Teaching to diversified learning

stylesstyles Quantity of academic content has Quantity of academic content has

increased exponentially increased exponentially Barriers to successful graduation Barriers to successful graduation

must be addressedmust be addressed Key elements of the 20Key elements of the 20thth century century

learning model have become learning model have become obsoleteobsolete

The Key Elements of 21st Century Learning

Information and communication technology literacy

Financial, economic and business literacy

Global awareness Civic engagement The ability to apply learning skills

~Assessment of 21st Century Skills: The Current Landscape

The Old and New…Old Schools New Schools Education occurred

primarily in the classroom Education extends to the

community Teachers said “Do your

own work” Teachers say “Work as a

team” The three R’s were

reading, writing and ‘rithmetic

The three R’s are joined by three more: rigor, relevance and relationships

Academic disciplines were separate

Academic disciplines are integrated

Career education was track-specific and occurred in high school only

Career education is student specific, K-12 and for all students

Schools prepared students for work or college

Schools prepare students for life

Education ended at graduation

Education never ends

Did you know?

We can no longer afford to educate…

TODAY’S students for

TOMORROW’S world in

YESTERDAY’S schools!

~etc Illinois Education to Careers Next Generation Education

The time for change is now!

The way we do business must

change fundamentally and

immediately.

How Can School Counselors Make A Difference?

Taking a Leadership & Advocacy Role in Schools Helps Bring About Systemic Change and Alters Student Outcomes

School Counselors

Advocates for Career Development Leaders in Career Development

Program Planning and Implementation

Collaborators in Career Development Program Planning and Implementation

Agents of Systemic Change

New Vision: Connecting School Counselors to the Mission of Schools

Leadership Advocacy for All Students Teaming and Collaboration Using Data to Spur Systemic Change to Benefit All Students

Where to start???

Start with your existing program. Allow for minor adaptations. Use a team approach. Expect some staff to resist change. Be flexible. Collaboration with teachers is

critical.

Steps to Program Development

Planning Building the Foundation Designing the Delivery System Setting up the School Counseling Program Implementing the School Counseling

Program Promoting the School Counseling Program Monitoring program results and student

progress

Planning Establish leadership Seek commitment to action Form an Advisory Council Gain administrative and board

support Assess what is currently working Identify the changes and additions

from current program to ASCA model

Building the Foundation

Analyze school and student data Identify current strengths & areas

needing improvement Discuss beliefs about students & learning Write philosophy, mission statement,

standards, competencies, & indicators Determine program priorities Assign standards & competencies to

grade levels

Designing the Delivery System

Determine time allotments for each component

Develop action plans Identify the guidance curriculum to be

used Determine the data that will be collected Decide which counselors will perform

which activities Rally administrative support

Delivery System Guidance Curriculum Individual Planning With Students

Responsive Services System Support

School Guidance Curriculum Action Plan

Domain & standard to be addressed

Student competency addressed

Description of activity

Title of curriculum piece used

Name of counselor responsible for delivery

Means of evaluating student success

Expected results

Guidance Curriculum

Structured lessons delivered to all students

Related to standards and competencies

Integrated with academic curriculum

Guidance Curriculum

Guidance Curriculum for ALL students. Counselor/team determines specific standards and competencies for ALL students to attain at each grade level.

Closing the Gap Guidance Curriculum Using site specific data, counselor/team

determines standards and competencies to address to close the gap.

Guidance CurriculumSuggested Time Distribution

Elementary School Counselor % of Time:

35%-45%

Middle School Counselor % of Time:

25%-35%

High School Counselor % of Time:

15%-25%

Gysbers & Henderson, 2002

Individual Planning Ongoing systemic activities Designed to assist students

in establishing personal goals

Designed to assist students in developing future plans

Individual Student Planning

Individual or small group appraisal Individual or small group

advisement

Counselor Planned and Directed

Test score review, interpretation and analysis

Promotion and retention information Career decision making Yearly course selection Test taking strategies

Individual Planning Suggested Time Distribution

Elementary School Counselor % of time:

5%-10%

Middle School Counselor % of time:

15%-25%

High School Counselor % of time:

25%-35%


Delivery System:Responsive Services

Designed to meet students’ immediate needs

Family problems or crisis School wide problems or crisis

ASCA page 42 Audit page 114 Workbook pages 35-36

Responsive Services

Consultation Individual and small group

counseling Crisis counseling Referrals Peer facilitation

When, Who, How of Responsive Services

Time is built into schedule for Responsive Services.

Available to all students and parents.

Often student initiated by self referral

Responsive Services Suggested Time Distribution

Elementary School Counselor % of Time:

30%-40%

Middle School Counselor % of Time:

30%-40%

High School Counselor % of Time:

30%-40%


Implementing the Program

Setting up the program Working the program Promoting the school counseling program

Setting Up the Program(Management)

Establish program budget Pre-conditions: equal access,

adequate budget/resources, collaborative effort, administrative support, state leadership/technical support

Complete management agreement forms

Working the Program(Management)

Develop a master planning calendar Develop weekly and monthly planning

calendars Set time allocations Plan professional development activities Implement curriculum activities at each

grade Develop at least one closing the gap

activity

Promoting the Program(Advocacy)

Develop a program brochure Present the program to school staff Develop a web site Present the program to the

governing board for official approval

Accountability

Monitor program results Monitor counselors’ growth and

performance Monitor students’ progress

Making the Transition

Start slowly. Develop counselor job

descriptions. Develop job descriptions for

other counseling staff members. Establish budget and other

resources.

Making the Transition

Expand leadership base. Brainstorm potential obstacles and

develop strategies to overcome barriers.

Develop and model trust. Celebrate accomplishments!!

Accountability System

Results Report – Program Guidance Curriculum Closing the Gap Impact Over Time

School Counselor Performance Standards

The Program Audit

Designing a Data Driven School

Counseling Program

Connecting to school academic achievement goals

Using data to determine directions

Measuring results Sharing successes

Process dataPerception data

Results data

PROCESS DATA What do you want to

know?

“What you did for whom” Evidence that event occurred How activity was conducted Did the program follow the

prescribed practice?

Examples - Process Data

Weekly (32) academic support groups with 12 students each were held

586 9th grade students received the “The Four Year Plan” guidance lesson

All 4th and 5th (112) grade students participated in the “bus buddy” (4) guidance lessons

PERCEPTION DATA What do you want to

know? “What others think, know or demonstrate”

data. Measures competency achieved, knowledge

gained or attitudes beliefs of students Pre-post Competency achievement Surveys Evaluations

Measures what students are perceived to have gained in knowledge

Examples – Perception Data

Competency Achievement Every student in grades 9-12 completed a 4 year

plan Every 10th grade student completed an interest

inventory Knowledge Gained

89% of students demonstrate knowledge of promotion/ retention criteria

92% can identify Early Warning Signs of violence Attitudes or Beliefs

74%of students believe fighting is wrong 29% of students feel safe at school 78% know the name of their school counselor

RESULTS DATA What do you want to

know? “So WHAT” data Hard data Application data Proof your program has (or has not)

positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior Attendance Behavior Academic achievement

72 students on the retention list avoided retention

Graduation rates improved 14% over three years

Attendance improved among 9th grade males by 49%

Examples - Results Data

How are students different as a result of

what you do?

Results Report – Program Guidance Curriculum Closing the Gap Impact Over Time

The Power of Data Provides objective snapshots of the

students, school, community Surfaces evidence of access or

equity issues Breaks old myths – eliminate denial Creates urgency/energy for change Provides direction – data driven

decisions

The Power of Data

Challenges existing behavior, funding patterns, programs, & policies

Serves as an accountability tool Focuses resources where they

are most needed Supports grant writing efforts

Using Data to Spur Systemic Change

School Counselors must be proficient in: Accessing data Analyzing data Interpreting data Presenting data

School Counselors must use data to: - Recognize barriers to learning Point out the system inequities Advocate for system change Create urgency for change

How Not to Use Data

To place blame

To focus on the past

To maintain the status quo

Counselors work to make systemic changes so students

Acquire Improve

Knowledge

Skills

Attitude

Attendance

Behavior

Academic Achievement

Examples of Data to Examine

Test Scores AchievementStateNational

Enrollment Honors/AP Classes College Track Special Education

Graduation Rate By Gender By Ethnicity By SES

Attendance Absences Tardies By Grade Level

Discipline By Classroom Types of Problems Gender

GPA/Class Rank By Gender By Ethnicity By SES

Retention Rates By Subject Area By Grade Level By Gender, Ethnicity

Special Education

By Gender By Ethnicity By SES

Dropout Rate Grade Levels Gender, Ethnicity… Reasons Why

Let’s focus on…

CAREER DEVELOPMENT

Two Frameworks

The Pennsylvania Academic Standards for Career Education and Work

The ASCA NATIONAL STANDARDS

The Pennsylvania Framework

The PA Academic Standards for Career Education and Work

The Mission: Ensure each student achieves and maintains a personally and professionally rewarding career journey.

Governor Edward G. Rendell “By the time students

graduate from high school,

they need to have the

necessary skills to succeed

at the collegiate and

university level and be

trained to meet the

competitive demands of the

future.” The Career Education and Work Standards are a critical

component of building this future for students.

The PA Academic Standards for Career

Education and Work

Four Standards

Career Awareness and Preparation

Abilities and Aptitudes Personal Traits Non-Traditional Workplace Roles Local Career Preparation Opportunities Career Selection Influences Preparation for Careers Career Plan Competncies Relationship between Education and

Career

Career Acquisition(Getting a Job)

Interview Skills Resources Career Acquisition Documents Career Planning Portfolios Career Acquisition Process

Career Retention and Advancement

Work Habits Cooperation and Teamwork Group Interaction Budgeting Time Management Workplace Changes Lifelong Learning

Entrepreneurship Risks and Rewarrds Character Traits Business Plan

Four Benchmark Points

Grades 3, 5, 8,11

The National Framework

ONE VISION

ASCA National Model

Three Domains

Three Domains

Academic

Career

Personal/ Social

Nine Standards

Academic

Career

Personal/ Social

Sixteen competencies

Academic

Career

Personal/ Social

124 INDICATORS

Academic

Career

Personal/ Social

PA’s Three R’s…plus one

RIGOR….Academic

RELEVANCE…Career

RELATIONSHIPS…SocialRESILIENCY…Personal

Brings unique knowledge and skills Academic, career, personal/social

development Curriculum Materials

Eyes and ears of the school & community

School change agent

What is the Role of theSchool Counselor?

Power of theAdvisory Council

Creates a common language and goals about students and academic achievement

Creates a common direction for change

Creates energy and the power base needed to drive systemic change

Diverse perspectives

Credibility/influence

Mirrors the Community

Qualities To Seek

Before the First Meeting

Identify members Create agenda Schedule meeting Invite members

Make personal contact Follow-up with a written invitation Conduct reminder phone calls or post

cards

Structuring the Meeting Establish clear ground rules. Provide appropriate information and

orientation in order to refine mission, purpose, goals, or tasks.

Set reasonable and attainable goals. Process how the team is working

together and discuss ways to improve effectiveness.

Celebrate successes.

Designing the lesson Domain & standard

to be addressed Student

competency addressed

Description of activity

Title of curriculum piece used

Name of counselor responsible for delivery

Means of evaluating student success

Expected results

School Counselors: Leaders in a Changing

World

Work as leaders to promote access & equity for all students

Use data to: determine focus and activities change policy & practice to drive future practice

Advocate for systemic change to ensure access, equity and success for all students

Brings unique knowledge and skills Academic, career, personal/social

development Curriculum Materials

Eyes and ears of the school & community

School change agent

What is the School Counselor’s Role?

…the School Counselor’s Role?

Leader/facilitator of initiative Group process skills Resistance expert

Provides professional development for teachers, staff, etc.

Liaison with community resources Knowledge of resource base Link to services

Career Development

Career Development is a process, not an

event!

Career Development Career Development is the process

through which an individual comes to understand his or her place in the world.

Students develop and identify their occupations through a continuum of awareness and exploration activities.

Career development encompasses education and career related choices.

Career Development ...generall

y occurs in stages.

Awareness Exploration Planning and Preparation

Career Awareness

Career Awareness generally takes place at the elementary level.

Career awareness activities help students become aware of a broad range of occupations.

Career awareness activities range from limited exposure through field trips and guest speakers to comprehensive exposure through curriculum infusion.

Career Exploration Career Exploration activities generally

take place in middle or junior high school .

Career exploration activities help students focus on their strengths, emerging values and goals, and personal styles.

Career exploration activities should be hands-on and action-oriented.

Career Planning Career Planning

includes educational planning and generally begins with the high school years.

Career Planning involves developing decision making skills.

Career planning includes meeting with and observing workers in the classroom and in the workplace.

Part-time work and/or volunteer activities enhance career planning.

LIFE IS A JOURNEY.KIDS NEED A GUIDE.

From “Lessons for Life”

American School Counselor Association

“As school counselors we are trained to help your children reach their full

potential.”

Websites

Pennsylvania School Counselors Association

www.psca-web.orgToolkit for PA Career Education and

Works Standardswww.pacareerstandards.org

American School Counselor Association www.schoolcounselor.org