National Leadership Cadre: Statewide School Counseling Reform through Partnership and Career Development

1. National Leadership Cadre: Statewide School Counseling Reform through Partnership and Career Development Jackie Melendez, Program Manager /School Counseling Georgia Department of Education Zelda Rogers, Program Director/Career Planning Florida Department of Education Kristi Enger, Guidance/Special Projects Coordinator Idaho Division of Professional-Technical Education

2. National Cadre Position • Graduation and postsecondary placement rates will improve when administrators emphasizecomprehensive school counseling programs and make better use of the school counselor.

3. National Cadre Position • School counselors can effectively demonstrate positive student outcomes when leadership-driven partnerships among government agencies, state counseling associations, and higher education work to advance the mission of school counseling and life career development education.

4. National Cadre Position • School administrators must understand the transformed and enhanced role of the school counselor. When administratorsunderstand and support the school counselor’s role, counselors are better equipped to implement a comprehensive and developmental program.

5. National Cadre Position • The National Leadership Cadre can play a pivotal role in counseling reform by working with selected Cadre state guidance directors in developing innovative strategies to break down isolated program silos. Statewide collaboration with ALL stakeholders is essential.

6. Need to Focus on Building Strong State Partnerships • Partnerships are the key to rapid, irreversible change • Key partners: DOEs, DOLs, State Associations, Higher Education • Partnerships result in living, functional state school counseling models • Partnership building is a complex process

7. The Georgia Story: The “What” Increase high school graduation rate, decrease high school dropout rate, and increase post-secondary enrollment rate.

8. The “What” Results • Data-based advocacy • Infusion of career planning objectives in school counseling programs • Leadership in systematic change • Impact on high school graduation

9. The “How” • Creation of Year-long School Counselor Leadership Academy to build leadership capacity • Designed for certified school counselors that meet application criteria • Aligned with the ASCA Model

10. The “How”:SCALE Program • School • Counselor • Academy • Leadership • Excellence

11. The “How”: Rationale An effort must be made by state leadership to develop and improve the necessary leadership skills to maximize educational impact of school counseling programs. Aligning school counseling programs with reform initiatives can demonstrate leadership.

12. Creation of Statewide School Counseling Task Force Collaboration with School Improvement and CATE GACTE Summer Institute with an intensive counselor strand Regular meetings with Counselor Directors and Counselor Educators Development of School Counselor Leadership Guide for all counselors Two leadership workshops conducted by Jay Carey and Carol Dahir Regional counselor workshops for program updates Application process that will start in July Face-to-face meetings and webinars The “How”: Strategies

13. Leadership role development in school improvement and school completion Advocacy and Social Justice (Equity) Accountability/Management Systems Data- Based Decision Making Guidance Curriculum Career Planning and Development Work-Based Learning Teaming and Collaboration SCALE Academy Topics

14. Our Partners • State Counseling Association • Higher Education • CATE • School Improvement • Graduation Coaches • DTAE • Georgia Student Finance Commission • CRN

15. The Florida Story: A Focus on Career Development • Secondary School Reform • Middle School Requirements • High School Requirements • All Districts required to have a minimum of one academy

16. Issues Driving School Reform • Drop out rates • Employers report that students don’t have skills to be successful • Remediation/postsecondary education • Education and training requirements have changed in the workplace School Reform

17. The LAW…Middle School Requirements • Effective for students entering 6th grade in 2006-2007, promotion from a middle school requires • 3 year-long courses in English • 3 year-long courses in Mathematics • 3 year-long courses in Science • 3 year-long courses Social Studies • 1 semester course in career and education planning to be completed in 7th or 8th grade

18. Goal of A++ Legislation • Ensure all students are informed & prepared for their future careers regardless of whether they plan to go: • directly to work • technical or community college • university • military

19. Solutions…..Middle School Career Course • Career goals can motivate students to stay in school • Gives students a focus on the future • Understand importance of planning and consequences if they don’t

20. Course Requirements • Career exploration using CHOICES (or similar program) • Educational planning using FACTS.org. • Results in a career and education plan • Plan signed by student, school counselor or academic advisor, and parent • Parents informed of course and activities

21. MS Career & Education Planning Course • Process of academic and career awareness, exploration, and planning • Students will make more informed decisions on course selection and career • Prepares them for a successful transition to high school • Raises aspirations for career and education options

22. What is www.FACTS.org? • Florida’s central web resource for student advising • Helps students plan and track educational progress (high school & college) • Planning (electronic Personal Education Planner [ePEP]) • Tracking (High School Academic Evaluations)

23. Career and Education Planning Course • Stand-alone or integrated course • 48 course options • 30 competencies • Modules • Understanding the Workplace • Self Awareness • Exploring Careers • Goal Setting & Decision Making • Workplace Skills • Career & Education Planning • Job Search

24. Middle School Career & Education Planning Where’s Your Network?

25. Counselor’s Role • Assist with the career exploration and development of the ePEP • Support the teacher with interpretation of assessment results and other advisement strategies • Help with development of curriculum • High school counselors can also help with informing students of high school options • Classroom support

26. Resources

27. Educator’s Toolkit: Career & Education Planning www.fldoe.org/workforce/ced

28. MODULES

29. Self Awareness

30. Self Awareness continued

31. High School Requirements • 16 core credit requirements • 4 credits in an area of specialization (Major Area of Interest) • 4 credits in electives, a minor or another major • 24 Total Credits

32. High School Requirements4-year, 24-credit Standard Program 16 + 4 + 4 = 24 Core Classes MAI Other Electives Total

33. Major Area of Interest (MAI) • Four (4) credits selected by the student in an area of interest. For example, courses may be in: • a career and technical program • fine and performing arts, or • an academic content area

34. Legislative Charge for Guidance & Counseling • Recommendations for improvement in guidance, counseling & advising • District guidance report • Every district mandated to have a guidance program implemented at all schools

35. Annual District Guidance Report • Student access to guidance counselors • Status of implementation of K-12 guidance program • Information and training for counselors on careers • Best practices for advisement • Alternative strategies for delivering guidance • Actions taken for STW transition (s. 1006.02) • Guidance plan

36. Idaho and the Career Development Process

37. Idaho’s Educational Structure State Board of Education Idaho Division of Professional-Technical Ed State Department of Education

38. Idaho PTE FY2007 Goals • Increase college PTE capacity • Support articulation • Maintain high placement rates • Support high school reform

39. Career Guidance Goals • Align Idaho Comprehensive Guidance and Counseling Model with new ASCA model • Infusion of career planning objectives in school counseling programs • Leadership through communication, technical assistance, site visits • Promote collaboration with instructors, advisory committees, associations, etc.

40. Our Partners • Idaho School Counselor Association • Idaho Career Guidance Association • 7-16/Postsecondary Education • Counselor Educators • State Board of Education • State Department of Education • Career Information Systems • Commerce and Labor • Vocational Rehabilitation • Idaho Dept of Corrections

41. Strategies to Improve Career Development Efforts • Individual Graduation Plans/ Programs of Study coupled with Career Planning • Infusion of Career Clusters into Idaho resources • Implementation of advisor/advisee programs in line with HSTW

42. Student Learning Plans Administrative Code 08.02.03 –Thoroughness Other required instruction for all students and other required offerings of the school are: (4-1-97) …02. Middle Schools/Junior High Schools. (4-11-06) a. No later than the end of Grade eight (8) each students shall develop parent-approved student learning plans for their high school and post-high school options. The learning plan shall be developed by students with the assistance of parents or guardians, and with advice and recommendation from school personnel. It shall be reviewed annually and may be revised at any time. The purpose of a parent-approved student learning plan is to outline a course of study and learning activities for students to become contributing members of society.

43. Sample POS (Part of SLP)

44. POS Example(Page 2)The Postsecondary Connection

45. Cluster Resources • Brochures • Summary Flyer • Speakers Kit to assist counselors • Registration Guide Pages • Graphics • www.pte.idaho.gov/guidance/career_clusters.htm

46. Continuing and Next Steps • Finalize revised Idaho School Counseling Program Model • Develop revised Career Guidance Blueprint/Cluster Activity manuals • Establish statewide universal student planner • Continue communication through focused and varied efforts • Provide leadership in fostering program collaboration • Career Cluster resources • Greater infusion of HSTW key practices

47. Giving Direction… Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world. - Joel Barker

48. Does This Fit For Us? • Would this work in my state? • Would I want to do it? • What would it take to be successful? • What resources are available? • Who are the people to make things happen? • Will I have administrative support? • What are my goals and objectives? • How do I develop effective partnerships?