Counseling for Careers: The New Paradigm

1. Counseling for Careers:The New Paradigm Roanoke, Virginia March 24, 2014 Richmond, Virginia March 25, 2014 Lois J. Barnes Lois.barnes@sreb.org

2. Welcome and Introductions

3. Draw a Pig! • Use a pen or pencil and the page in your handout to draw a pig. Draw the entire pig, not just the head. • Do not glance at others’ drawings! • You will have a couple of minutes to draw your pig.

4. If the pig is drawn: • Toward the top of the paper, you tend to be a positive, optimistic person. • Toward the middle of the paper, you tend to be a practical, realistic person. • Toward the bottom of the paper, you may look at the pessimistic side too often. • Facing left, you tend to believe in tradition, are friendly and remember dates, including birthdays. • Facing right, you tend to be innovative, creative, energetic and active, but perhaps forgetful. • Facing forward, looking at you, you tend to be direct, enjoy debating different ideas and viewpoints and are at ease with ideas and discussions. more……=>

5. If the pig is drawn: • With many details, you may be analytical, careful, thoughtful and deliberate in making decisions. • With few details, you may be ruled by emotion more than by thought, enjoy risk taking and prefer action as opposed to planning. • With four legs showing, you tend to be secure, self-confident, well-grounded and loyal to your ideals. • With fewer than four legs showing, you are seeking or are experiencing a period of major change in your life. • With small ears, you may not be as good a listener as you would like to be. • With large ears, you are a good listener.

6. Relationship/Teambuilding Introduce yourself to someone sitting nearby and tell something about yourself (your pig personality test results or something else). No more than one minute for each person, please! Lois Barnes

7. New Graduation Requirements

8. Counseling for Careers Connecting Students to a Goal Beyond High School

9. Why Counseling for Careers A career focus: • Provides students with a vision for the future • Motivates students by correlating their goals and dreams with an investment in education • Exposes students and teachers to the necessary tools for education, careers, life success • Helps students make meaningful and quantitative postsecondary plans

10. Counseling for Careers provides the mechanism for ensuring that students know what is needed to be successful, that they are taking the appropriate coursework, and engaging in the necessary activities in order to achieve their goals for the future.

11. Workshops Objectives School teams will: • Examine existing school career development program to identify what works, gaps, and necessary improvements • Determine how well the school is using career development resources and implementing Academic and Career Plans • Examine various Counseling for Careers approaches • Begin to develop coordinated middle to high school delivery methods and action plans for implementation

12. Career Clusters and Pathways

13. 16 Career Clusters®

14. Career Clusters • High schools organize around career clusters to prepare students to meet the demands of postsecondary education and the expectations of employers. • Teacher/advisers and guidance counselors use career clusters to help students explore options for the future.

15. Career Clusters • Parents learn which academic and technical courses their children need for postsecondary opportunities and a variety of career fields. • Students use career clusters to investigate a wide range of career choices. The career cluster approach makes it easier for students to understand the relevance of their required courses and helps them select their elective courses more wisely.

16. Pathways • Prepare students for the full range of postsecondary opportunity – pathways eliminate sorting and tracking high school students in ways that limit options after high school. • Produce high levels of academic and technical achievement, high school completion, postsecondary transition and attainment of a formal postsecondary credential.

17. Pathways • Prepare students for both postsecondary education and careers, not just one or the other. Increasingly, career success depends on postsecondary education and completion of a formal credential – certificate, associate’s degree, bachelor’s degree, or higher. • Integrate challenging academics with demanding career and technical curriculum.

18. Cluster Pathway Career Major Course Knowledge & Skills • How do clusters and pathways fit with courses? • Courses have the Content, Knowledge and Skills • Courses combine to make a program of study within a Cluster and Pathway

19. What are the characteristics of high-quality programs of study?

20. Organizing Principles Prepare students for both postsecondary education and a career Connect academics to real-world applications Lead to the full range of postsecondary opportunities Improve student achievement Core Components Challenging academics Demanding technical studies Work-based learning Supplemental services Pathway Programs of Study

21. Program of Study • Ensures that: • Integration occurs between academic and occupational learning; • Transitions are established between secondary schools and postsecondary institutions; • Coursework is focused and sequenced; • Students are prepared for employment in a broad career cluster; and • Students receive a skill credential.

22. Why A Program of Study? • It provides students a clear format to show: • qualifications for college and career • relevance of academic coursework • Connections between student interest and high skill/high wage career options • options for range of postsecondary education opportunities • Licenses, certificates, apprenticeships and degrees

24. School Teams’Action Planning Time • How will we educate staff about our current programs of study? • What type of faculty activities can we designate to enhance teachers’ knowledge of the technology and skills used in career fields that are related to our POS? Planner page 7

25. Educating About Changes in the Workforce “Failure to Launch” Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, ArtemGulish, Georgetown Public Policy Institute, Georgetown University, 2013

28. Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, ArtemGulish, Georgetown Public Policy Institute, Georgetown University, 2013

29. Educating About Changes in the WorkforceJigsaw • #1s – Middle Skill Jobs in the American Economy • #2s – CTE: Five Ways That Pay… • #3s – U.S. Stem Workforce Shortage – Myth or Reality? • #4 – Today’s Workforce…

30. High-Skill, High-Wage, High-Demand Jobs

31. What Are High Skill/High Demand Careers? • Need in economy • More openings than prepared workers (may be relative) • Requires credentials or degrees and at least some postsecondary education • defined as those whose median wage is greater than the median for all occupations (annual mean wage is $45,790)

32. U.S. Labor MarketTalent Shortages 2010-2020

33. Getting Serious About Preparing Students for Middle-Skill Jobs • 47% of all new job openings from 2010 to 2020 will fall into the middle-skill range Source: Harvard Business Review, 2012/12, Who Can Fix the“Middle Skills” Gap?

34. Getting Serious About Preparing Students for Middle-Skill Jobs • There are 29 million “middle jobs” in the United States that pay $35,000 or more on average and don’t require a Bachelor’s degree. Career and Technical Education: Five Ways that Pay on the Way to the B.A., Anthony P. Carneval ,Tamara Jayasundera, and Andrew R. Hanson, Georgetown University, Center on Education and the Workfoce

35. Getting Serious About Preparing Students for Middle-Skill Jobs A large percentage of the workforce in industries and occupations that rely on STEM knowledge and skills are technicians, including others who enter and advance in their field through sub-baccalaureate degrees and certificates or through workplace training.” U.S. Department of Labor

36. How many of your students know? • One-half of new jobs in the next decade will require some education beyond high school but less than a college degree — passing employer certification exams, earning certificates or associate’s degrees. • 40 percent of mid-skill jobs will earn more than the average salary of those with bachelor’s degrees. How many of their parents know?

37. Reality Check • 3 Million Jobs Waiting to be Filled! • 800,000 Skilled Trades • 200,000 Manufacturing and Facilities • 300,000 Transportation • All require post secondary education and training • Salary ranges from 35K to 85K Are we introducing our students to these careers? How do we introduce our students to these careers?

40. Here’s what we’re dealing with…. • 65% of 2013-2014 Freshmen will be employed in careers that do not exist today. • By 2020, 97% of all careers in this country will require some type of postsecondary education/training • 67% of students who drop out of high school, decided before Christmas their freshman year to drop out U.S. Bureau of Labor and Statistics National Drop Out Prevention Report 2010

41. Web Quest! • www.bls.gov/ooh • Click on drop down filters for careers requiring Associate’s Degree or Some College, No Degree, and Post-Secondary Non-Degree Program. • Be prepared to share with your table team about the two occupations you’ve explored. Planner page 10

42. Career Development Instructional ToolsWithin-Team Jigsaw As a table team: Decide who will do the quest of each website listed on planner page 11. Prepare your individual brief report as directed on page 11. *Debrief as a table: How – where in the curriculum – could these tools be used?

43. Virginia’s Industry Credentialing and Workforce Readiness Skills We will review the Industry Credentialingrequirement during our working lunch.

44. What is SREB?

45. The Southern Regional Education Board (SREB) • Founded in 1948 to improve higher education; expanded to include K-12 in 1980 • Nonprofit, nonpartisan organization • Work with state educational and policy leaders in member states • Work with district and school leaders in middle grades, high schools and technology centers to improve student achievement and completion rates

46. SREB School and Leadership Initiatives • High Schools That Work (HSTW) - 1987: • 28 sites; 2013 – 1,200+ sites in 30+ states • Making Middle Grades Work (MMGW) - 1998 • 1998 – 25 pilot sites; 2013 – 450+ sites in 21 states • Learning Centered Leadership Program (LCLP) - 2000 • Technology Centers That Work (TCTW) – 2007 • 180 sites in 2013 • Advanced Careers (AC) • 12 High-skill, High-wage fields in 2013

47. HSTW Priorities for Improvement • Challenging Career Pathways • Advanced Career • Enhanced CTE • Expand school- and work-based learning • Robust assignments in academic studies • Literacy in all classrooms with focus on grades nine and 10 • Balanced Approach to Teaching Math with focus on grades nine and 10

48. HSTW Priorities • Counseling for Careers • Career Exploration • Plan to achieve goal • Advisement Program • Extra help to meet raised expectations • Senior Transition Courses • Organizational structure for teams of teachers to work together • Leadership for continuous improvement and to support teacher development

49. MMGW 2013-2014 School Improvement Priorities • Purpose-driven Mission • Rigorous State Standards • Focus on Literacy • Balanced Approach to Teaching Mathematics • STEM • System of Support • Comprehensive Guidance and Career Exploration • Instructional Leadership

50. Middle Level Transition Can today’s students envision a future that is economically self-sufficient? Are they able to articulate a plan that will help them achieve their goals and dreams? Do they understand the consequences to the many aspects of their life if they don’t follow through with their plans? From The George Washington University Transition Initiative