GETTING REAL

1. GETTING REAL About Student Educational and Occupational Planning (SEOP’s)

2. PURPOSE OF PRESENTATION To provide more awareness… • Of what is happening in real world to understand importance to students of the SEOP process • Of the need to help teachers understand why & how they can be involved in student career & educational planning • About why it is important for our students to have at least a tentative career & educational plan before registering for ninth grade, and an experienced plan when they graduate from high school • About the current Millennial Generation and its guidance needs

3. Current Student Responses When Asked about Their Post-High School Plans • Do you now have a career goal? • Most do not • Do you have a plan on how to prepare for your career? • Even fewer have a preparation plan • What experience have you had with your career that tells you that it will be right for you? • Hardly any can say they’ve had experience with their chosen career Questions asked of students:

4. WHO IS PLANNING TO GO TO COLLEGE? WHAT DOES COLLEGE MEAN TO YOU?

5. COLLEGE TODAY MEANS ANY EDUCATION OR TRAINING AFTER HIGH SCHOOL 1 or 2 years Community or Jr. College Business schools Technical schools, etc. Apprenticeships Military Not just 4 year or more professional degrees!

6. Data from PROFILE OF AMERICAN HIGH SCHOOL SOPHOMORE IN 2002: FROM U.S. DEPT OF ED.

7. What does the data tell us about the reality?

8. 20 8 6 6 4 4 College Graduates 2 2 High Skill - High Wage Occupation Gray & Herr, “Other Ways to Win”

9. One more item: • 60% of the successful graduates will later report that they would do something different if they could! • Gray, GETTING REAL, p. 66

10. Decide to live

11. . . Where are we going??

12. Students who Expect & Experience Specific College Outcomes 70% 20% Be undecided 12 65-85 DETOUR Change majors 1 16 Fail a course Take extra time to complete degree 8 60 Drop out 1 50 Transfer colleges 12 28 Work in college 36 60 Seek personal counseling 6 27 Need tutoring 15 20 Seek career guidance 5 25 Expect Experience Source: ACT/Educators Fall Workshop, 2001

13. We are living through one of the great periods of societal change in the history of humankind There has been a fundamental shift in the way our society operates with a profound impact on the career world.

14. COMMUNICATIONS REVOLUTION • We now know how to communicate • Almost anything • In almost any form • Almost instantly • To almost anyone • and that is changing the world more rapidly than anything in history

15. GLOBAL CONNECTIONGLOBAL ECONOMY GLOBAL VILLAGE

16. Basic Skills Reading Writing Math Speaking Listening People Skills Social (relationship) Negotiation Leadership Teamwork Cultural Diversity Personal Qualities Self-esteem Self-management Responsibility Thinking Skills Creative thinking Problem-solving Decision making Visualization Skills Needed for Success in Today’s WorldSCANS SKILLSSecretary's Commission on Achieving Necessary Skills 1992

17. The same skills are necessary for success in today’s world whether in college, or in the workforce!

18. The Other Side Of Curriculum • The Curriculum Of The Past … An Information Curriculum • The Curriculum Of The Future … A Personal Development Curriculum • If our curriculum continues to be about information, kids don’t need us! • If it’s about personal development, they need us desperately!

19. Dropouts 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

20. U.S. HAS ONE OF THE HIGHEST DROPOUT RATES AMONG INDUSTRIALIZED NATIONS OF THE WORLD

22. 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.

24. A Nation At Risk: The Imperative For Educational Reform April 1983 A Nation At Risk: The Imperative For Educational Reform April 1983 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.”

26. No longer “A Nation at Risk;” now a nation way behind 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.”

30. HOW TEACHERS CAN HELP 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.

31. 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.

33. Career Fields and Clusters Model

34. Clusters Slices – available for all 16 clusters Cluster Pathway Specialty A Closer Look at a Cluster Health Science Career Cluster

35. HOLLAND CODES

37. Holland Codes, Utah CTE Pathways, National Career Cluster Crosswalk U T A H

38. CAREER CLUSTERS WEB SITE http://www.careerclusters.org/

41. Posters available at http://www.relevantclassroom.com/

42. UtahFutures 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.

43. INTRODUCTION TO UTAH FUTURES (Instructions you can give to teachers) 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

44. Finding Teacher Career Development Activities On opening page click on Resources Classroom Resources Practical Learning Activities Activity OverviewBusiness-EconomicsEmployability SkillsFine ArtsForeign LanguageHealthLanguage ArtsMathScienceSocial StudiesTechnology

47. UTAH DEPT. OF WORKFORCE SERVICES FORCAST • Percent of Utah Jobs in 2014requiring Bachelor’s Degree or Higher: • 20.8 percent (Trendlines, Sept/Oct 2006, p. 14)

48. OUR STUDENTS OF TODAY MUST PREPARE FOR AN UNKNOWN FUTURE • Web designer • Tissue Engineers • Gene Programmers • Data Miners • Myotherapist • relocation counselor • retirement counselor • robot technician • Underwater archaeologist • space mechanic • information broker • job developer • leisure consultant • bionic electron technician • computational linguist • fiber optic technician • fusion engineer • image consultant Jobs unheard of a few years ago: