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Getting Our Arms Around the Getting Our Arms Around the Elephant:Elephant: Building A Coherent Career Building A Coherent Career
Development System from Middle School, Development System from Middle School, High School, and Community CollegeHigh School, and Community College
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PresentersPresentersDavid MilitzerDavid Militzer, CA Dept. of Education, CA Dept. of Education
John Merris-CootsJohn Merris-Coots, CA Career Resource , CA Career Resource NetworkNetwork
Maureen WhiteMaureen White, CA Community Colleges , CA Community Colleges Dan BlakeDan Blake, Sonoma County Office of Education, Sonoma County Office of Education
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Educating for Careers ConferenceEducating for Careers ConferenceSacramento, CaliforniaSacramento, California
March 5, 2011March 5, 2011
Adolescent Adolescent Development, Development,
Student Student Awareness, and Awareness, and
EngagementEngagement
Donald Super’s Theory of Donald Super’s Theory of Career Development Stages Career Development Stages
Growth (Ages 4-13)Growth (Ages 4-13) Elementary SchoolElementary School
develop an image of who they aredevelop an image of who they are Become aware of work as a means of self-Become aware of work as a means of self-
expression, of supporting desired activities expression, of supporting desired activities in other life roles, & as a contribution to in other life roles, & as a contribution to societysociety
Gain understanding of importance of Gain understanding of importance of looking to the futurelooking to the future
Career Development StagesCareer Development Stages
Growth (Ages 4-13)Growth (Ages 4-13) Middle SchoolMiddle School
become consciously aware of developing become consciously aware of developing interestsinterests
Learn to plan ahead and make decisionsLearn to plan ahead and make decisions experience a broad range of work experience a broad range of work
possibilities in an organized waypossibilities in an organized way able to make tentative choices that guide able to make tentative choices that guide
the selection of their high school curriculumthe selection of their high school curriculum
Career Development StagesCareer Development Stages Exploration (Ages 14-24)Exploration (Ages 14-24) High SchoolHigh School
Seek skills in areas of their interestSeek skills in areas of their interest Make tentative choicesMake tentative choices understand the educational options understand the educational options
available to them after high school and the available to them after high school and the value of postsecondary education/trainingvalue of postsecondary education/training
understand the process of career choice understand the process of career choice and changeand change
Career Development StagesCareer Development Stages Exploration (Ages 14-24)Exploration (Ages 14-24) PostsecondaryPostsecondary
Make informed choice of major/emphasis that is Make informed choice of major/emphasis that is related to their interests and occupational choicesrelated to their interests and occupational choices
Gain skills to perform well in the chosen Gain skills to perform well in the chosen occupation and continue to develop soft skillsoccupation and continue to develop soft skills
Learn proper job-seeking skills and know how to Learn proper job-seeking skills and know how to access available resourcesaccess available resources
Learn to be resilient when job change or career Learn to be resilient when job change or career redirection is requiredredirection is required
Young people have high Young people have high ambitions, expecting to be ambitions, expecting to be highly educated and have highly educated and have professional careers, yet professional careers, yet
research has found that research has found that many many do not develop coherent plans do not develop coherent plans
for achieving their goalsfor achieving their goals..(Hughes & Merchur Karp, (Hughes & Merchur Karp,
2004)2004)
Sixth-through-ninth-grade Sixth-through-ninth-grade children have demonstrated children have demonstrated very little understanding of very little understanding of
how school relates to the real how school relates to the real worldworld and seem to have little and seem to have little to no awareness of the skills to no awareness of the skills and knowledge needed for and knowledge needed for
success in the future.success in the future. (Johnson, 2000) (Johnson, 2000)
When surveyed, the When surveyed, the majority of high school majority of high school
dropouts say they dropouts say they began began to “disconnect” in to “disconnect” in
middle school or earliermiddle school or earlier. . (Castellano et al., 2002)(Castellano et al., 2002)
Guidance activities directed at Guidance activities directed at junior high school students had junior high school students had
the largest effect sizesthe largest effect sizes, , indicating that guidance efforts indicating that guidance efforts may be most effective with pre-may be most effective with pre-
teenage (rather than high teenage (rather than high school or college) students school or college) students (Hughes & Merchur Karp, (Hughes & Merchur Karp,
2004)2004)
Sex-role stereotypesSex-role stereotypes, , particularly about particularly about
gender-appropriate gender-appropriate occupations occupations are formed are formed
earlyearly. . (Guss & Adams, 1998)(Guss & Adams, 1998)
The most effective career The most effective career development programs aredevelopment programs are systemic—developmental, systemic—developmental,
accessible to all learners, and accessible to all learners, and embedded in the curriculumembedded in the curriculum as part of the whole process as part of the whole process of educating a child for the of educating a child for the
larger thing called life.larger thing called life.(Maddy-Bernstein & Dare, 1997)(Maddy-Bernstein & Dare, 1997)
Pathways to ProsperityPathways to Prosperity
In the U.S., our goal should be to assist every In the U.S., our goal should be to assist every young adult beginning at the end of middle school young adult beginning at the end of middle school to develop an individualized pathway plan that to develop an individualized pathway plan that would include career objectives; a program of would include career objectives; a program of study; degree and/or certificate objectives; and study; degree and/or certificate objectives; and work-linked learning experiences…Young adults work-linked learning experiences…Young adults simply can’t chart a course if they don’t have a simply can’t chart a course if they don’t have a goal.goal.
Harvard Graduate School of Education, February 2011Harvard Graduate School of Education, February 2011
Do Career Exploration Programs Do Career Exploration Programs Work? Work?
Convincing evidence – high school students who Convincing evidence – high school students who participate in career exploration programs: participate in career exploration programs:
are more likely than nonparticipants to take are more likely than nonparticipants to take college entrance and Advanced Placement examscollege entrance and Advanced Placement exams
are more likely to graduate from high schoolare more likely to graduate from high school
are more likely to go to college and to attend a are more likely to go to college and to attend a two-year rather than four-year institutiontwo-year rather than four-year institution
High School Career Exploration Programs: Do They Work?High School Career Exploration Programs: Do They Work?
Visher, Bhandari, and Medrich - Phi Delta Kappan, October, 2004Visher, Bhandari, and Medrich - Phi Delta Kappan, October, 2004
Tools for Tools for Working Working TogetherTogether
Career Development ContinuumCareer Development ContinuumPreparing all Youth for Success in College, Career, and LifePreparing all Youth for Success in College, Career, and Life
9-16
Career Awareness
Learn about a wide variety of jobs and careers
Career Exploration
Explore, research, and plan for the future
Career Preparation
Gain education, training, and work experience
Educated
Engaged
Experienced
Aware
Skilled
Prepared
Connected
K-8
Awareness Exploration Preparation
Classroom & School • Web Research• Guest Speakers• Career Interest Assessment• College & Career Fairs• Career Contextual Instruction• College Awareness
School & Workplace• Core Academic Preparation• Career Technical Courses &
Programs• Career-Related Project-Based
Learning• Career Plan Refinement• Work-Ready Certification/Soft Skills• Occupational Certifications• Job-Seeking Skills• Work Experience• Internships• College Preparation
Families & Neighborhood
• Adult Interaction • Role Model Observation
Families & Neighborhood
• Risk Taking• Role Playing• Progression of Responsibility
Workplace• Job Shadowing• Career Mentoring• Community Service Projects• Informational Interviews
Workplace• Industry Tours & Field Trips• Career & Job Fairs • Youth in the Workplace
Classroom & School• Career Pathways, Courses, & Clubs• Integrated Curriculum• Classroom Simulations • Career Plan Development• Career-Focused Projects &
Assignments• College Exploration
Postsecondary Options• Community College• 4-year College or University• Trade/Technical School• Military Service/National Service• Apprenticeship• Enter Workforce (full or part time)• Self-Employment/Entrepreneur
Key StakeholdersKey Stakeholders K-12 Education K-12 Education
Core academic & CTE teachers, counselors, site & Core academic & CTE teachers, counselors, site & district administrators, COE representatives, district administrators, COE representatives, school board members, parents & studentsschool board members, parents & students
Postsecondary EducationPostsecondary Education Representatives from Community Colleges, 4-year Representatives from Community Colleges, 4-year
Colleges, Trade & Technical Schools, Colleges, Trade & Technical Schools, Apprenticeship OrganizationsApprenticeship Organizations
Business & Industry RepresentativesBusiness & Industry Representatives Community-Based OrganizationsCommunity-Based Organizations Workforce Development AgenciesWorkforce Development Agencies Elected OfficialsElected Officials
Four PrioritiesFour Priorities
1.1. Ensure Connected Career Development Ensure Connected Career Development Opportunities at ALL Levels of Education Opportunities at ALL Levels of Education and Workforce Developmentand Workforce Development
2.2. Invest in County-Wide Strategies to Invest in County-Wide Strategies to Implement the Career Development Implement the Career Development ContinuumContinuum
3.3. Link Education, Workforce Development Link Education, Workforce Development Agencies, and Industry to Create Pathways Agencies, and Industry to Create Pathways to Viable Careersto Viable Careers
4.4. Establish a Shared Vision of Effective Career Establish a Shared Vision of Effective Career Development and Workforce PreparationDevelopment and Workforce Preparation
Key Features of a Key Features of a Comprehensive Career Comprehensive Career Development SystemDevelopment System Written Career Development Plan integrated Written Career Development Plan integrated
throughout all schools, grade levels, subject areas, and throughout all schools, grade levels, subject areas, and community organizationscommunity organizations
Career Development Framework with agreed upon Career Development Framework with agreed upon standards & benchmarks (aligned with core academic standards & benchmarks (aligned with core academic & CTE standards)& CTE standards)
Easily accessible, age-appropriate workplace learning Easily accessible, age-appropriate workplace learning opportunities for 14-21 year-oldsopportunities for 14-21 year-olds
Online Career & Academic Planning Tool for all Online Career & Academic Planning Tool for all students beginning in middle schoolstudents beginning in middle school
Career Development Rubric and Program Review Career Development Rubric and Program Review system to identify gapssystem to identify gaps
Freshman Transition InitiativeFreshman Transition Initiativewww.freshmantransition.orgwww.freshmantransition.org
Based on Freshman Transition Standards Based on Freshman Transition Standards developed by George Washington Universitydeveloped by George Washington University
Freshman Transition course for ALL students Freshman Transition course for ALL students that culminates in a 10-year plan that helps that culminates in a 10-year plan that helps students:students: Stay in high school, graduate, then…Stay in high school, graduate, then… Enter and COMPLETE post-secondary Enter and COMPLETE post-secondary
education and/or training, then…education and/or training, then… Make timely and successful transitions into an Make timely and successful transitions into an
economically self-sufficient adulthoodeconomically self-sufficient adulthood
Tools for Tools for Working with Working with
StudentsStudents
California CareerZone
California CareerZoneCalifornia CareerZonewww.cacareerzone.orgwww.cacareerzone.org
Assess Yourself --- Three Assess Yourself --- Three Types:Types:
Quick Assessment (Holland)Quick Assessment (Holland) *Interest Profiler (Holland)*Interest Profiler (Holland) Work Importance Profiler Work Importance Profiler Explore Industry Sectors Explore Industry Sectors
(Both O*Net and CTE)(Both O*Net and CTE)900 Occupations 900 Occupations
(Approximately 300 with (Approximately 300 with videos):videos):
Additional ResourcesAdditional ResourcesSearch OccupationsSearch OccupationsOnline Account OptionOnline Account OptionWorkbook available (Resources)Workbook available (Resources)*IP worksheets in Spanish, *IP worksheets in Spanish,
Chinese and VietnameseChinese and Vietnamese
Occupation DetailsOccupation Details Job DefinitionJob Definition Job ZoneJob Zone InterestsInterests KnowledgeKnowledge SkillsSkills Tasks Tasks Wages (California data)Wages (California data) Outlook (California data)Outlook (California data) Colleges and Training Colleges and Training
(NEW)(NEW) Similar OccupationsSimilar Occupations Jobs in CAJobs in CA
California Reality Check
California Reality CheckCalifornia Reality Checkwww.californiarealitycheck.comwww.californiarealitycheck.com
Three exploration OptionsThree exploration Options
Build a Budget in one of 22 Build a Budget in one of 22 California Cities, thenCalifornia Cities, then
Choose an Education Choose an Education LevelLevel
Choose an Occupational Choose an Occupational CategoryCategory
Begin with a “Future Begin with a “Future Salary” then go directly Salary” then go directly to Education to Education Level/Occupational Level/Occupational Category pageCategory page
Begin “Occupation Direct” Begin “Occupation Direct” then count down through then count down through the budget categoriesthe budget categories
*Updated January 2010*Updated January 2010
Build a Monthly BudgetBuild a Monthly Budget HousingHousing UtilitiesUtilities FoodFood TransportationTransportation ClothesClothes Health CareHealth Care EntertainmentEntertainment PersonalPersonal MiscMisc SavingsSavings Taxes (25% of Annual Taxes (25% of Annual
Expenses, no choice)Expenses, no choice)
*Workbook available*Workbook available(Intro page)(Intro page)
The Real Game California 2.1The Real Game California 2.1Four Units - Twenty-two SessionsFour Units - Twenty-two Sessions
1.1. Making a LivingMaking a Living – Spin Game, Wish Lists, – Spin Game, Wish Lists, Role ProfilesRole Profiles
2.2. Quality of LifeQuality of Life – Time Budgeting, Financial – Time Budgeting, Financial Budgeting, Financial LiteracyBudgeting, Financial Literacy
3.3. Changes & ChoicesChanges & Choices – Gender Equity, Job – Gender Equity, Job Loss, Disasters, Self-EmploymentLoss, Disasters, Self-Employment
4.4. The Personal JourneyThe Personal Journey – Self Understanding, – Self Understanding, Occupational Options, Life PlanningOccupational Options, Life Planning
96 California Role Profiles96 California Role Profiles
Facilitator’s GuideFacilitator’s Guide
www.RealGameCalifornia.orgwww.RealGameCalifornia.org
Dan BlakeSonoma County Office of Education707-524-2780 [email protected]
John Merris-CootsCDE/California Career Resource Network(916) 324-8151 [email protected]
David Militzer, EPCCDE/Middle Grades Improvement Office(916) 323-5146 [email protected]
Maureen WhiteCalifornia Community Colleges Chancellor’s Office(916) 445-0103 [email protected]
Contact Information
Additional Additional ResourcesResources
www.statewidepathways.orwww.statewidepathways.orgg
To facilitate articulation between high To facilitate articulation between high schools, ROCPs, and colleges.schools, ROCPs, and colleges. Create Articulation Agreements/TemplatesCreate Articulation Agreements/Templates Educate Students, ParentsEducate Students, Parents, , Faculty on Faculty on
Articulation/CTEArticulation/CTE Create Database of Articulation Create Database of Articulation
AgreementsAgreements
www.ctecentral.orgwww.ctecentral.org
Grant OpportunitiesGrant Opportunities Grantee informationGrantee information ResourcesResources CTE in ActionCTE in Action SB 70 Annual ReportSB 70 Annual Report
Who Do U Want 2 BWho Do U Want 2 BEducator ResourcesEducator Resources
PostersPosters VideosVideos CA CTE Industry Sector Pathways One-Page CA CTE Industry Sector Pathways One-Page
OverviewOverview CTE ToolkitCTE Toolkit
Class Planning Tear Pads Class Planning Tear Pads Course Planning CardsCourse Planning Cards
CTE ToolKit User GuideCTE ToolKit User Guide CTE Lesson Plans and HandoutsCTE Lesson Plans and Handouts Roadtrip Nation videos on student pagesRoadtrip Nation videos on student pages
CTE CLASS PLANNING CTE CLASS PLANNING SHEETSHEET