GETTING REAL. About S tudent E ducational and O ccupational P lanning ( SEOP’ s). PURPOSE OF PRESENTATION. To provide more awareness… Of what is happening in real world to understand importance to students of the SEOP process
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About Student Educational and Occupational Planning (SEOP’s)
To provide more awareness…
Questions asked of students:
WHAT DOES COLLEGE MEAN TO YOU?
1 or 2 years
Community or Jr. College
Technical schools, etc.
Not just 4 year or more professional degrees!
20 FROM U.S. DEPT OF ED.
High Skill - High Wage
Gray & Herr, “Other Ways to Win”
Decide to live FROM U.S. DEPT OF ED.
. FROM U.S. DEPT OF ED.
Where are we going??
Students who Expect & Experience Specific College Outcomes FROM U.S. DEPT OF ED.
Fail a course
Take extra time to complete degree
Work in college
Seek personal counseling
Seek career guidance
Source: ACT/Educators Fall Workshop, 2001
There has been a fundamental shift in the way our society operates with a profound impact on the career world.
Basic Skills FROM U.S. DEPT OF ED.
VisualizationSkills Needed for Success in Today’s WorldSCANS SKILLSSecretary's Commission on Achieving Necessary Skills 1992
The same skills are necessary for success in today’s world whether in college, or in the workforce!
Few are failing academically when they leave.
Least likely to be employed.
Least likely to have health insurance.
Most prison inmates are high school dropouts.
Most cited reason for leaving:
No connection between school and work
There is a high school dropout epidemic in America. Each year, almost one third of all public high school students fail to graduate from public high school with their class. Many of these students abandon school with less than two years to complete their high school education.
For many students, school is irrelevant.
When asked what would have prevented their dropping out the most common response of students (81%) was opportunities for real-world learning to make the classroom more relevant.
A Nation At Risk: year, almost one
The Imperative For Educational Reform
A Nation At Risk:
The Imperative For Educational Reform
Imperative for educational reform April 1983
“Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.
…The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people. What was unimaginable a generation ago has begun to occur--others are matching and surpassing our educational attainments.
If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.”
Documentary TWO MILLION MINUTES addresses the issue of U.S. falling behind other nations in education and economic opportunity
Film crews recorded high school seniors in the U.S., India and China in 2005 and 2006. “What we saw and what the film portrays is that our culture has a highly developed athletic and extracurricular system but a deteriorating core academic system,” said Compton. “In 25 years, America has gone simply from being ‘A Nation at Risk’ to a nation way behind its largest future economic competitors – India and China.”
Many students are taking classes simply to fulfill graduation requirements rather than preparing for their planned future.
Teachers can help students understand how the courses that they’re taking from them apply to the real world, especially careers.
There are resources that will help them with this.
Career clusters and career pathways put education into a relevant context; they link what learners acquire in school to the knowledge and skills that are needed in the workplace.
Career Fields and Clusters Model relevant context; they link what learners acquire in school to the knowledge and skills that are needed in the workplace.
Clusters Slices – available for all 16 clusters relevant context; they link what learners acquire in school to the knowledge and skills that are needed in the workplace.
A Closer Look at a Cluster
Health Science Career Cluster
Holland Codes, Utah CTE relevant context; they link what learners acquire in school to the knowledge and skills that are needed in the workplace.Pathways, National Career Cluster Crosswalk
UtahFutures is our career and education information resource replacing the old Choices program.
It has many resources that teachers can use to help their students with career and educational planning.
Log on to your computers
Get on the internet and go to www.utahfutures.org
Click on “Create New Account”
Under “New Users” click on “create my porfolio"
Create your username and password
On opening page click on Resources
Practical Learning Activities
Activity OverviewBusiness-EconomicsEmployability SkillsFine ArtsForeign LanguageHealthLanguage ArtsMathScienceSocial StudiesTechnology
Jobs unheard of a few years ago:
Projection Keyboard relevant context; they link what learners acquire in school to the knowledge and skills that are needed in the workplace.
Grew up in New York City
Taught art at Rowland High School, East L.A. for 18 years
Learned animationwith his students
Connected with the professionals in the animation world (Bill Carter, Chuck Jones.etc)
His students were hired out of his high school program over students graduating from college in animation
Association for Career and Technical Education relevant context; they link what learners acquire in school to the knowledge and skills that are needed in the workplace.
An effective Student Leadership model should be on the constant lookout for students in need of help and guidance… learning to be naturally intrusive.
(from Beatty presentation Working with Millennials)
Important things must be made Mandatory and NOT Optional!
We should assign points to the activity.
Monitor their completion of tasks.
Bill Gates: Rules for the New Economy relevant context; they link what learners acquire in school to the knowledge and skills that are needed in the workplace.
asking why students are going to college
assure that they are making informed choices
1. They will have a huge impact on every aspect of society.
2. They are the next “great generation” of U.S. society exhibiting many of the heroic qualities of the WWII generation.
3. They have a strong entrepreneurial bent. Twice as many say they would prefer to own a business rather than be a top executive
4. Employers will need to adjust their policies to the values of this new generation
Video, Lost Generation