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Career Development
Kindergarten through
Grade 12
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…
“When I was growing up, I always wanted to be
somebody.
Now I wish I had been more specific.”
~Lily Tomlin
“ 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
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
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
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
The Old and New…The Old Workplace
The New Workplace
Employees worked in a defined workspace
Employees’ workspace can be virtual
Success was dependent upon: • Career Ladder • Loyalty to Company • Entitlement
Success is dependent upon:• Valued Skills• Work Performance• Marketability
Employees received salaries, benefits and job security
Employee’s salaries, benefits and job security are balanced with personal freedom and choice
Employees looked to their supervisors
Employees look to their customers
Employees were individuals hired directly, working as individuals and evaluated based upon individual productivity
Employees are team members and may include vendors and entrepreneurs, and evaluation is often based on group productivity
National Trends:Then and Now
Mid 20th Century
21st Century
Professional
20% 20%
Skilled 15% 65%Unskilled 65% 15%
~U.S. Bureau of Labor Statistics
Changing Schools More active learning requiredMore active learning required Teaching to diversified learning Teaching to diversified learning
stylesstyles Quantity of academic content has Quantity of academic content has
increased exponentially increased exponentially Barriers to successful graduation Barriers to successful graduation
must be addressedmust be addressed Key elements of the 20Key elements of the 20thth century century
learning model have become learning model have become obsoleteobsolete
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
The Old and New…Old Schools New Schools Education occurred
primarily in the classroom Education extends to the
community Teachers said “Do your
own work” Teachers say “Work as a
team” The three R’s were
reading, writing and ‘rithmetic
The three R’s are joined by three more: rigor, relevance and relationships
Academic disciplines were separate
Academic disciplines are integrated
Career education was track-specific and occurred in high school only
Career education is student specific, K-12 and for all students
Schools prepared students for work or college
Schools prepare students for life
Education ended at graduation
Education never ends
Did you know?
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
The time for change is now!
The way we do business must
change fundamentally and
immediately.
How Can School Counselors Make A Difference?
Taking a Leadership & Advocacy Role in Schools Helps Bring About Systemic Change and Alters Student Outcomes
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
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
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.
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
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
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
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
Delivery System Guidance Curriculum Individual Planning With Students
Responsive Services System Support
School Guidance Curriculum Action Plan
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
Guidance Curriculum
Structured lessons delivered to all students
Related to standards and competencies
Integrated with academic curriculum
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.
Guidance CurriculumSuggested Time Distribution
Elementary School Counselor % of Time:
35%-45%
Middle School Counselor % of Time:
25%-35%
High School Counselor % of Time:
15%-25%
Gysbers & Henderson, 2002
Individual Planning Ongoing systemic activities Designed to assist students
in establishing personal goals
Designed to assist students in developing future plans
Individual Student Planning
Individual or small group appraisal Individual or small group
advisement
Counselor Planned and Directed
Test score review, interpretation and analysis
Promotion and retention information Career decision making Yearly course selection Test taking strategies
Individual Planning Suggested Time Distribution
Elementary School Counselor % of time:
5%-10%
Middle School Counselor % of time:
15%-25%
High School Counselor % of time:
25%-35%
Gysbers & Henderson, 2002
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
Responsive Services
Consultation Individual and small group
counseling Crisis counseling Referrals Peer facilitation
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
Responsive Services Suggested Time Distribution
Elementary School Counselor % of Time:
30%-40%
Middle School Counselor % of Time:
30%-40%
High School Counselor % of Time:
30%-40%
Gysbers & Henderson, 2002
Implementing the Program
Setting up the program Working the program Promoting the school counseling program
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
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
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
Accountability
Monitor program results Monitor counselors’ growth and
performance Monitor students’ progress
Making the Transition
Start slowly. Develop counselor job
descriptions. Develop job descriptions for
other counseling staff members. Establish budget and other
resources.
Making the Transition
Expand leadership base. Brainstorm potential obstacles and
develop strategies to overcome barriers.
Develop and model trust. Celebrate accomplishments!!
Accountability System
Results Report – Program Guidance Curriculum Closing the Gap Impact Over Time
School Counselor Performance Standards
The Program Audit
Designing a Data Driven School
Counseling Program
Connecting to school academic achievement goals
Using data to determine directions
Measuring results Sharing successes
Process dataPerception data
Results data
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?
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
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
Examples – Perception Data
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
RESULTS DATA What do you want to
know? “So WHAT” data Hard data Application data Proof your program has (or has not)
positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior Attendance Behavior Academic achievement
72 students on the retention list avoided retention
Graduation rates improved 14% over three years
Attendance improved among 9th grade males by 49%
Examples - Results Data
How are students different as a result of
what you do?
Results Report – Program Guidance Curriculum Closing the Gap Impact Over Time
The Power of Data Provides objective snapshots of the
students, school, community Surfaces evidence of access or
equity issues Breaks old myths – eliminate denial Creates urgency/energy for change Provides direction – data driven
decisions
The Power of Data
Challenges existing behavior, funding patterns, programs, & policies
Serves as an accountability tool Focuses resources where they
are most needed Supports grant writing efforts
Using Data to Spur Systemic Change
School Counselors must be proficient in: Accessing data Analyzing data Interpreting data Presenting data
School Counselors must use data to: - Recognize barriers to learning Point out the system inequities Advocate for system change Create urgency for change
How Not to Use Data
To place blame
To focus on the past
To maintain the status quo
Counselors work to make systemic changes so students
Acquire Improve
Knowledge
Skills
Attitude
Attendance
Behavior
Academic Achievement
Examples of Data to Examine
Test Scores AchievementStateNational
Enrollment Honors/AP Classes College Track Special Education
Graduation Rate By Gender By Ethnicity By SES
Attendance Absences Tardies By Grade Level
Discipline By Classroom Types of Problems Gender
GPA/Class Rank By Gender By Ethnicity By SES
Retention Rates By Subject Area By Grade Level By Gender, Ethnicity
Special Education
By Gender By Ethnicity By SES
Dropout Rate Grade Levels Gender, Ethnicity… Reasons Why
Let’s focus on…
CAREER DEVELOPMENT
Two Frameworks
The Pennsylvania Academic Standards for Career Education and Work
The ASCA NATIONAL STANDARDS
The Pennsylvania Framework
The PA Academic Standards for Career Education and Work
The Mission: Ensure each student achieves and maintains a personally and professionally rewarding career journey.
Governor Edward G. Rendell “By the time students
graduate from high school,
they need to have the
necessary skills to succeed
at the collegiate and
university level and be
trained to meet the
competitive demands of the
future.” The Career Education and Work Standards are a critical
component of building this future for students.
The PA Academic Standards for Career
Education and Work
Four Standards
Career Awareness and Preparation
Abilities and Aptitudes Personal Traits Non-Traditional Workplace Roles Local Career Preparation Opportunities Career Selection Influences Preparation for Careers Career Plan Competncies Relationship between Education and
Career
Career Acquisition(Getting a Job)
Interview Skills Resources Career Acquisition Documents Career Planning Portfolios Career Acquisition Process
Career Retention and Advancement
Work Habits Cooperation and Teamwork Group Interaction Budgeting Time Management Workplace Changes Lifelong Learning
Entrepreneurship Risks and Rewarrds Character Traits Business Plan
Four Benchmark Points
Grades 3, 5, 8,11
The National Framework
ONE VISION
ASCA National Model
Three Domains
Three Domains
Academic
Career
Personal/ Social
Nine Standards
Academic
Career
Personal/ Social
Sixteen competencies
Academic
Career
Personal/ Social
124 INDICATORS
Academic
Career
Personal/ Social
PA’s Three R’s…plus one
RIGOR….Academic
RELEVANCE…Career
RELATIONSHIPS…SocialRESILIENCY…Personal
Brings unique knowledge and skills Academic, career, personal/social
development Curriculum Materials
Eyes and ears of the school & community
School change agent
What is the Role of theSchool Counselor?
Power of theAdvisory Council
Creates a common language and goals about students and academic achievement
Creates a common direction for change
Creates energy and the power base needed to drive systemic change
Diverse perspectives
Credibility/influence
Mirrors the Community
Qualities To Seek
Before the First Meeting
Identify members Create agenda Schedule meeting Invite members
Make personal contact Follow-up with a written invitation Conduct reminder phone calls or post
cards
Structuring the Meeting Establish clear ground rules. Provide appropriate information and
orientation in order to refine mission, purpose, goals, or tasks.
Set reasonable and attainable goals. Process how the team is working
together and discuss ways to improve effectiveness.
Celebrate successes.
Designing the lesson 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 Counselors: Leaders in a Changing
World
Work as leaders to promote access & equity for all students
Use data to: determine focus and activities change policy & practice to drive future practice
Advocate for systemic change to ensure access, equity and success for all students
Brings unique knowledge and skills Academic, career, personal/social
development Curriculum Materials
Eyes and ears of the school & community
School change agent
What is the School Counselor’s Role?
…the School Counselor’s Role?
Leader/facilitator of initiative Group process skills Resistance expert
Provides professional development for teachers, staff, etc.
Liaison with community resources Knowledge of resource base Link to services
Career Development
Career Development is a process, not an
event!
Career Development Career Development is the process
through which an individual comes to understand his or her place in the world.
Students develop and identify their occupations through a continuum of awareness and exploration activities.
Career development encompasses education and career related choices.
Career Development ...generall
y occurs in stages.
Awareness Exploration Planning and Preparation
Career Awareness
Career Awareness generally takes place at the elementary level.
Career awareness activities help students become aware of a broad range of occupations.
Career awareness activities range from limited exposure through field trips and guest speakers to comprehensive exposure through curriculum infusion.
Career Exploration Career Exploration activities generally
take place in middle or junior high school .
Career exploration activities help students focus on their strengths, emerging values and goals, and personal styles.
Career exploration activities should be hands-on and action-oriented.
Career Planning Career Planning
includes educational planning and generally begins with the high school years.
Career Planning involves developing decision making skills.
Career planning includes meeting with and observing workers in the classroom and in the workplace.
Part-time work and/or volunteer activities enhance career planning.
LIFE IS A JOURNEY.KIDS NEED A GUIDE.
From “Lessons for Life”
American School Counselor Association
“As school counselors we are trained to help your children reach their full
potential.”
Websites
Pennsylvania School Counselors Association
www.psca-web.orgToolkit for PA Career Education and
Works Standardswww.pacareerstandards.org
American School Counselor Association www.schoolcounselor.org
