Career Development

1. Career Development Kindergarten through Grade 12

2. 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…

3. “When I was growing up, I always wanted to be somebody. Now I wish I had been more specific.” ~Lily Tomlin

4. “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

5. 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

6. 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

7. 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

8. The Old and New…

9. National Trends:Then and Now ~U.S. Bureau of Labor Statistics

10. Changing Schools • More active learning required • Teaching to diversified learning styles • Quantity of academic content has increased exponentially • Barriers to successful graduation must be addressed • Key elements of the 20th century learning model have become obsolete

11. 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

12. The Old and New…

13. Did you know?

14. 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

15. The time for change is now! The way we do business must change fundamentally and immediately.

16. How Can School Counselors Make A Difference? Taking a Leadership & Advocacy Role in Schools Helps Bring About Systemic Change and Alters Student Outcomes

17. 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

18. 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

19. 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.

20. 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

21. 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

22. 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

23. 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

24. Delivery System • Guidance Curriculum • Individual Planning With Students • Responsive Services • System Support

25. 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 Guidance Curriculum Action Plan

26. Guidance Curriculum • Structured lessons delivered to all students • Related to standards and competencies • Integrated with academic curriculum

27. 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.

28. Guidance CurriculumSuggested Time Distribution

29. Individual Planning • Ongoing systemic activities • Designed to assist students in establishing personal goals • Designed to assist students in developing future plans

30. Individual Student Planning • Individual or small group appraisal • Individual or small group advisement

31. Counselor Planned and Directed • Test score review, interpretation and analysis • Promotion and retention information • Career decision making • Yearly course selection • Test taking strategies

32. Individual Planning Suggested Time Distribution

33. 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

34. Responsive Services • Consultation • Individual and small group counseling • Crisis counseling • Referrals • Peer facilitation

35. 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

36. Responsive Services Suggested Time Distribution

37. Implementing the Program • Setting up the program • Working the program • Promoting the school counseling program

38. 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

39. 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

40. 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

41. Accountability • Monitor program results • Monitor counselors’ growth and performance • Monitor students’ progress

42. Making the Transition • Start slowly. • Develop counselor job descriptions. • Develop job descriptions for other counseling staff members. • Establish budget and other resources.

43. Making the Transition • Expand leadership base. • Brainstorm potential obstacles and develop strategies to overcome barriers. • Develop and model trust. • Celebrate accomplishments!!

44. Accountability System • Results Report – • Program • Guidance Curriculum • Closing the Gap • Impact Over Time • School Counselor Performance Standards • The Program Audit

45. Designing a Data Driven School Counseling Program • Connecting to school academic achievement goals • Using data to determine directions • Measuring results • Sharing successes

46. Process data • Perception data • Results data

47. 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?

48. 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

49. 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

50. Examples – PerceptionData • 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