American Samoa DOE’s Comprehensive Career Guidance and Counseling Program

1. American Samoa DOE’s Comprehensive Career Guidance and Counseling Program Maria Salevao – Director Minnie Talataina – High School Wendy Malepeai – Elementary CETA, Inc. Consultants – Harry Drier – Jessie Teddlie and others

2. Welcome to your careerdevelopment process! • This presentation will give you an overview of the career development process. • Career development is a lifelong process in which individuals come to understand themselves as they relate to the world of work, their community interaction, leisure, and their role in each.

3. Terminology CAREER • A series of occupational/employment and educational experiences throughout one’s lifetime. • The jobs, occupations and educational experiences that share common interests, knowledge, training, and experience.

4. Terminology JOB • A certain task or group of tasks that a worker performs in an occupation. Any work that a person does for money. • (Teacher) (Principal) (Counselor)

5. Terminology OCCUPATION • A set of specific job titles and tasks that a worker performs to complete his/her work that are put together by an employer for an individual. • (Educator – worker in education)

6. Terminology • Career is what one does throughout their lifetime • One’s career represents all their career-related choices including education and training and outcomes.

7. Career Development • A human growth and development process by which individuals develop and identify their life roles and go through a continuum of career awareness, career exploration, work exposure, and educational activities that helps them to discern their own career path and life plan.

8. Terminology Career Counseling • Individual and customized communication that takes place between counselor and student on issues of career preferences, competency needs, interests, achievement, self-esteem, and other factors that will help the student with his/her personal planning. • Can be “discussions” in groups, but that would be “guidance” while individually, one gets counseling.

9. Terminology CAREER GUIDANCE • A specific emphasis and set of interventions that assists individuals to manage their career development within a school’s total guidance program. • It consists of support services that help individuals to: • gain an understanding of their social, intellectual, and emotional development; • become knowledgeable about educational, career, and social opportunities; • learn decision-making and planning skills; and • develop a plan of action for their lives.

10. Career Development A life-long process with various stages. The process includes: • Grades K-6 (career awareness) – Students are gaining new awareness of themselves as they interact with others. They are beginning to understand the role of work and have some general knowledge of different occupations. • Grades 7-8 (career orientation) - Self-awareness and knowledge of occupations is strengthened through more actual interventions with work and workers.

11. Career Development • Grades 9-10 (career exploration) – Students are able to match interests to occupations and develop entry level work skills in their high school and post-secondary plans of study. • Grades 11-12 (specialty) – Students have made a career choice based on their interests and abilities. Their career plans include preparation for work and post-secondary training and education.

12. CAREER DEVELOPMENT MODEL CAREER PATHWAYS TO SUCCESS! Academics Academic Performance Standards Career & Technical Ed. Life Long Learning Dual Enrollment Opportunities K 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 A r t I c u l a t I o n COMPREHENSIVE GUIDANCE PROGRAM Career Orientation Exploration Awareness Planning/ All Aspects of Industry INDIVIDUALIZED CAREER PLAN Associate Degree Four-Year Degree WORK Elementary Guidance Grant ARRA Career Awareness Grant

13. Career Development Model Career Awareness Processes: National ASCA Standards and Competencies National Career Development Competencies Career Infusion (Career Curriculum) Hands-On Experiences (Kits) In-Class Speakers (Employer Partners) Role-Playing

14. CAREER DEVELOPMENT MODEL Graduation Plan with continued guidance Success in the workplace Academic CORE Career Awareness Academic CORE Career Orientation Academic CORE Career Exploration Academic CORE Career Specialty Academics Technical Education Career Orientation: Helps students develop knowledge and understanding of career and technical education options necessary in making informed Hands-on Kits Mentoring Careers Curriculum Career Fairs/Days Job Shadowing School-Based Enterprises Service Learning In-Class Speakers

15. CAREER DEVELOPMENT MODEL Graduation Plan with continued guidance Success in the workplace Academic CORE Career Awareness K - 6 Academic CORE Career Orientation 7 - 8 Academic CORE Career Exploration 9 - 10 Academic CORE Career Specialty 11 - 12 Academics Technical Education 13 – 14+ Career Exploration: Helps students have opportunities to investigate occupational interest areas often through real or simulated job experience. Hands-on Kits Mentoring Career Curriculum Career Fairs/Days Job Shadowing School-Based Enterprises Service Learning In-Class Speakers

16. CAREER DEVELOPMENT MODEL Graduation Plan with continued guidance Success in the workplace Academic CORE Career Awareness K - 6 Academic CORE Career Orientation 7 - 8 Academic CORE Career Exploration 9 - 10 Academic CORE Career Specialty 11 - 12 Academics Technical Education 13 – 14+ Career Specialty: Helps students enter into Career & Technology courses for training in their chosen career pathway based on 16 career clusters and these courses help students to improve skills necessary for a successful transition to postsecondary education or work and a desire for life-long learning in a global society. CTE programs also build critical thinking and communication skills valued by employers through hands-on technical training with real world equipment. Hands-on Kits Mentoring Specific Career & Technology Courses Career Fairs/Days Summer Work Programs CTE Clubs School-Based Enterprises Job Placement

18. Career Pathway • A coherent, articulated sequence of rigorous academic and career/technical courses, commencing in the ninth grade and leading to an associate degree, baccalaureate degree and beyond, an industry recognized certificate, and/or licensure. • The Career Pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers. • Career Pathways are available to all students, including adult learners, and lead to rewarding careers.

19. Must Have a Plan! A Career Pathway 2 + 2 + 2 and Beyond Doctor of Psychiatry usually takes 2 more years! 2-years beyond 4-year degree for school counselor or psychologists certification! Higher level employment while continuing to the Doctorate level of Psychiatrist! 4-year degree in teaching - higher level employment while continuing to the psychologist/psychiatrist degree! 2-year certificate/degree as teacher/teacher aid - employment in schools while taking next steps! High School Career & Technical Education Courses

20. Terminology • Career Cluster: groups of similar occupations and industries. • They were developed by the U.S. Department of Education as a way to organize career planning.

21. 16 Career Clusters See http://www.careerclusters.org/16clusters.cfm

22. American Samoa’s Choices Health Science Agriculture, Food and Resources Business, Management & Technology Arts, Audio/Video Technology & Communication Science, Technology, Engineering & Math (STEM) Human Services

23. Career Development Steps • American Samoa’s Comprehensive Career Guidance and Counseling Program • Guided by counselors with the help of all stakeholders • Career Development for all Students!

24. Topics We Will Cover: • 1. Self-Assessment • SkillsValues • InterestsPersonality • 2. Occupational Exploration • Job Responsibilities/Descriptions • Informational Interviews • 3. Decision-Making • 4. Developing an Career Plan • 5. Job Search Activities • ResumesInternships • InterviewingJobs

25. Self-Assessment • Before you know what kind of work/career is right for you, you need to discover who you are! • What are your skills, interests, values, and personality type? These are all important pieces when considering different careers. • Review the following Self-Assessment descriptions and access the on-line links for assistance with self-exploration.

26. Self-AssessmentSkills - What do you do well? • To determine your skills, explore your past jobs, volunteer positions, academic history, and personal activities. • Do not underestimate your skills - you probably have more than you realize! • For instance, if you ever worked in a restaurant, you may have developed strong customer service skills, the ability to work well under pressure, and impressive sales skills. These are all excellent transferable skills that many employers want in an employee.

27. Self-AssessmentInterests - What do you enjoy doing? • Working full-time, you may work over 2,000 hours per year. Wouldn’t you prefer to spend your time doing something you enjoy? • Imagine what your ideal work day would look like: • Do you prefer to work with people, data, things, or ideas? • Do you want to use your creative talents and work in an artistic environment? • Do you prefer tasks that require attention to detail and accuracy, and you can imagine yourself in an office environment?

28. Self-Assessment Interests • Holland Codes are usually referred to by their first letters: RIASEC. • Doer (Realistic) • Thinker (Investigative) • Creator (Artistic) • Helper (Social) • Persuader (Enterprising) • Organizer (Conventional

29. Interests and Aptitudes • The RIASEC • This assessment identifies your Holland Code based on your interests and offers associated occupations. • March to Success Program • ASVAB (aptitudes and abilities) • Others

30. Self-AssessmentValues - What is important to you? • Most people who are in occupations that are compatible with their values feel successful. If people complain that "something is missing" from their jobs, it may be that they are not respecting/considering their values. • Is it important to you to help society and make a difference in peoples' lives? • Do you want a career that offers recognition, status, and independence? • Is living by the ocean and having free-time not a hope but a necessity?

31. Self-AssessmentValues • Work & Lifestyle Values • Clarify your values which are grouped into several clusters. • Values Self-Assessment • Review this list of common values to help you identify your own values. • After clarifying your values, use this information to consider, select, and discard various occupations.

32. Self-AssessmentPersonality - Who are you now? • Personality is a key element in determining your satisfaction and success in an occupation. Your personality defines your preference for characteristics of a specific work environment. • Are you always “on-the-go” and prefer a fast-paced environment? Or do you prefer to work more methodically and don’t like a lot of surprises? • You will excel in environments that are compatible with your personality, so consider and be honest about who you are now, as opposed to who you think you “should” be.

33. Self-AssessmentPersonality Assessments • Personality type is just one factor to consider when selecting a career. Keep in mind that all “Types” are found in all occupations!

34. Occupational Exploration • Once you have clarified your interests, values, skills and personality type, you have a better awareness of yourself. • The next step would be researching careers of interest. What are the job responsibilities, salary, educational requirements, and future outlook of potential careers? • Career Clusters – 16 Nationally Identified Clusters tell the occupations and requirements for jobs in those areas.

35. Occupational ExplorationJob Responsibilities/Descriptions • Determine the main responsibilities and functions of a job. • Find information about day to day job duties, general expectations, overall job descriptions and required abilities and knowledge. • Determine what kind of personal characteristics are suited to your profession. What kind of work environment should you expect? • For example, if you work more efficiently on your own, try to find professions that allow you to work more often on individual projects rather than group projects. Evaluate your own skill level to see if you meet job requirements and demands.

36. Occupational ExplorationJob Responsibilities/Descriptions • Occupational Outlook Handbook • Read descriptions of daily responsibilities of employees in a wide range of occupations. • Find out about working conditions and what kind of training and education is needed. You can also learn about salaries and expected job prospects. • O*NET • This database provides information on more than 950 occupations. Find out which abilities, work activities and interests are related to specific jobs. • You can also learn about skills requirements, and identify what kind of work values are needed to be successful in specific occupations.

37. Occupational ExplorationInformational Interviews • Informational interviews enable you to obtain information about a career by interviewing professionals in the field. • Learn firsthand information from someone who can provide insight and advice about their job. • The purpose is to talk to people who have jobs that interest you. • Find out the impressions and experiences of a professional in your occupation of interest. • Find out what personal qualities are important to be successful in the job.

38. Decision Making • While completing your self assessment and exploring possible occupations, you’ve made a number of decisions. Perhaps you’ve eliminated some majors or careers, or maybe you have several you’d like to explore further. • You are now ready to generate a list of the majors or careers you are seriously considering. After listing your options, list the consequences, both positive and negative, of various decisions. Do your selections support your values?

39. Decision Making (cont.) • If you feel stuck and are having difficulty making a decision and moving forward, ask yourself the following: • Do I have an understanding of my skills, personality, values and interests, or do I need further exploration in one (or more) of these areas? • Do I have an understanding of occupations that are a good match based on my self-assessment, or am I uncertain about possible careers? • If you are still feeling stuck, another option is to make an appointment with a Counselor who can assist you to identify the barriers that are preventing your from moving forward, and help you find ways to move past these barriers.

40. Developing an Career Plan • Now that you have identified some possible majors and/or careers, you are ready to create your Career Plan. This Plan will include your overall goal(s), objectives, and strategies. • First specify your goal. Your overall goal may be “To decide whether I want to pursue a career in Public Relations”. If you are considering other careers, then you will prepare goals for those careers as well.

41. Developing an Career Plan (cont.) • Next define your objective(s) which will help you reach your goal. An example of an objective is “To conduct two information interviews with Public Relations Representatives by June 1”. • After defining your objective(s), identify the strategies needed to achieve your objective(s). Your strategies will be specific, measurable steps you will take to reach your objective. Be specific with what you will do, when you will do it by, and howyou will do it.

42. Developing an Career Plan (cont.) • Examples of strategies for the objective, “To conduct two information interviews with Public Relations Representatives”: • Ask the Career Center and business instructors for referrals to Public Relations Representatives by April 1. • Prepare questions for the interviews by researching the Career Center’s on-line links regarding information interviews by April 15. • Call Public Relations Representatives by April 21 to schedule meetings. (Allow enough time as they may not be able to schedule an appointment with you for a few weeks.) • If you’re having difficulty identifying your objectives and strategies, make an appointment with a Counselor to clarify your next steps.

43. Career Plan is a • What to take in high school • What to take in postsecondary training or educational institution • Where to learn the skills necessary for your goal… career pathway!

44. Additional Topics Offered • SCANS (soft skills and transferrable skills) • Resumes • Job Search • College Access • Applications • Interviewing • Portfolio Development

45. Comprehensive • A complete k – 12 program in partnership with the community college, employers, parents and universities with possibilities of apprenticeships and other advanced training.

46. A Necessary Component • This grant for High School Awareness will help us to develop a careers curriculum for the high schools. • Provide training on how to use the curriculum for counselors and teachers. • You will be receiving the curriculum and training later in the year, but some sample lessons will be sent over the next 2 weeks for you to pilot. • Hands-on Kits and Training

47. Career Curriculum • When done by teachers - Be integrated – use these lessons to replace some similar lessons you already do • When done by teachers – set aside one portion of a class period – or 1 day every week or two weeks to teach one of these lessons • Important to the future of these kids

48. Careers Curriculum • When done by Counselor • Classroom presentations • Large Group Sessions • In partnership as a guest presenter based on lesson the teacher is having that day • Counselors can be of great help when partnering with classroom teachers to ensure students are relating academics to their future real world.

49. More to come ….