counseling for careers: the new paradigm

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SouthernRegionalEducationBoard

Counseling for Careers:The New Paradigm

Roanoke, VirginiaMarch 24, 2014

Richmond, VirginiaMarch 25, 2014

Lois J. [email protected]

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Welcome and Introductions

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Draw a Pig!Use a pen or pencil and the page in

your handout to draw a pig. Draw the entire pig, not just the head.

Do not glance at others’ drawings! You will have a couple of minutes to

draw your pig.

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If the pig is drawn: Toward the top of the paper, you tend to be a

positive, optimistic person. Toward the middle of the paper, you tend to be a

practical, realistic person. Toward the bottom of the paper, you may look at

the pessimistic side too often. Facing left, you tend to believe in tradition, are

friendly and remember dates, including birthdays.

Facing right, you tend to be innovative, creative, energetic and active, but perhaps forgetful.

Facing forward, looking at you, you tend to be direct, enjoy debating different ideas and viewpoints and are at ease with ideas and discussions. more……=>

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If the pig is drawn: With many details, you may be analytical,

careful, thoughtful and deliberate in making decisions.

With few details, you may be ruled by emotion more than by thought, enjoy risk taking and prefer action as opposed to planning.

With four legs showing, you tend to be secure, self-confident, well-grounded and loyal to your ideals.

With fewer than four legs showing, you are seeking or are experiencing a period of major change in your life.

With small ears, you may not be as good a listener as you would like to be.

With large ears, you are a good listener. 5

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Relationship/TeambuildingIntroduce yourself to someone sitting

nearby and tell something about yourself (your pig personality test results or something else). No more than one minute for each person, please!

Lois Barnes

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New Graduation Requirements

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Counseling for Careers

Connecting Students

to a Goal

Beyond High School

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Why Counseling for CareersA career focus: Provides students with a vision for the

future Motivates students by correlating their

goals and dreams with an investment in education

Exposes students and teachers to the necessary tools for education, careers, life success

Helps students make meaningful and quantitative postsecondary plans

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Counseling for Careers provides the mechanism for ensuring that students know what is needed to be successful, that they are taking the appropriate coursework, and engaging in the necessary activities in order to achieve their goals for the future.

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Workshops ObjectivesSchool teams will: Examine existing school career

development program to identify what works, gaps, and necessary improvements

Determine how well the school is using career development resources and implementing Academic and Career Plans

Examine various Counseling for Careers approaches

Begin to develop coordinated middle to high school delivery methods and action plans for implementation

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Career Clusters and Pathways

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16 Career Clusters®

http://www.careerclusters.org/clusters/m.htm

http://www.careerclusters.org/clusters/et.htm

http://www.careerclusters.org/clusters/gpa.htm

http://www.careerclusters.org/clusters/hs.htm

http://www.careerclusters.org/clusters/it.htm

http://www.careerclusters.org/clusters/t.htm

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Career Clusters

High schools organize around career clusters to prepare students to meet the demands of postsecondary education and the expectations of employers.

Teacher/advisers and guidance counselors use career clusters to help students explore options for the future.

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Career Clusters Parents learn which academic and

technical courses their children need for postsecondary opportunities and a variety of career fields.

Students use career clusters to investigate a wide range of career choices. The career cluster approach makes it easier for students to understand the relevance of their required courses and helps them select their elective courses more wisely.

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Pathways

Prepare students for the full range of postsecondary opportunity – pathways eliminate sorting and tracking high school students in ways that limit options after high school.

Produce high levels of academic and technical achievement, high school completion, postsecondary transition and attainment of a formal postsecondary credential.

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Pathways Prepare students for both postsecondary

education and careers, not just one or the other. Increasingly, career success depends on postsecondary education and completion of a formal credential – certificate, associate’s degree, bachelor’s degree, or higher.

Integrate challenging academics with demanding career and technical curriculum.

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Cluster

Pathway

Career Major

Course

Knowledge& Skills

How do clusters and pathways fit with courses?• Courses have the

Content, Knowledge and Skills

• Courses combine to make a program of study within a Cluster and Pathway

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What are the characteristics of high-quality programs of

study?

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Pathway Programs of StudyOrganizing Principles Prepare students for

both postsecondary education and a career

Connect academics to real-world applications

Lead to the full range of postsecondary opportunities

Improve student achievement

Core Components Challenging academics Demanding technical studies Work-based learning Supplemental services

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Ensures that:Integration occurs between academic and

occupational learning;Transitions are established between

secondary schools and postsecondary institutions;

Coursework is focused and sequenced;Students are prepared for employment in a

broad career cluster; andStudents receive a skill credential.

Program of Study

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It provides students a clear format to show:qualifications for college and careerrelevance of academic courseworkConnections between student interest

and high skill/high wage career optionsoptions for range of postsecondary

education opportunities• Licenses, certificates, apprenticeships and

degrees

Why A Program of Study?

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School Teams’Action Planning Time

How will we educate staff about our current programs of study?

What type of faculty activities can we designate to enhance teachers’ knowledge of the technology and skills used in career fields that are related to our POS?

Planner page 7

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Educating About Changes in the Workforce

“Failure to Launch”Delayed career launch

Declining employme

nt

Stagnant earnings

Educational Deficits

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, 2013

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SouthernRegionalEducationBoard 1980 2010

54%36%

16%23%

10% 18%8% 8%6% 6%

Occupations of Young Men (18-29)

STEM

Managerial/pro-fessional office

Food/personal service

Sales/office support

Blue-collar

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, 2013

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Educating About Changes in the Workforce

Jigsaw

#1s – Middle Skill Jobs in the American Economy

#2s – CTE: Five Ways That Pay…#3s – U.S. Stem Workforce Shortage

– Myth or Reality?#4 – Today’s Workforce…

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High-Skill, High-Wage, High-Demand Jobs

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Need in economyMore openings than prepared workers (may be relative)

Requires credentials or degrees and at least some postsecondary education

defined as those whose median wage is greater than the median for all occupations (annual mean wage is $45,790)

What Are High Skill/High Demand Careers?

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U.S. Labor MarketTalent Shortages 2010-2020

Category Shortfall

All Jobs 3M – 6.1M

Nurses 340K – 1M

Doctors 55K-200KHealth Technicians 200K – 400K

Information Technology 500K – 1MEngineers 50K – 250KTeachers 500K – 1MScientists 100K – 200K

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Getting Serious About Preparing Students for Middle-Skill Jobs

47% of all new job openings from 2010 to 2020 will fall into the middle-skill range

Source: Harvard Business Review, 2012/12, Who Can Fix the“Middle Skills” Gap?

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Getting Serious About Preparing Students for Middle-Skill JobsThere are 29 million “middle jobs”

in the United States that pay $35,000 or more on average and don’t require a Bachelor’s degree.

Career and Technical Education: Five Ways that Pay on the Way to the B.A., Anthony P. Carneval ,Tamara Jayasundera, and Andrew R. Hanson, Georgetown University, Center on Education and the Workfoce

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Getting Serious About Preparing Students for Middle-Skill JobsA large percentage of the workforce in industries and occupations that rely on STEM knowledge and skills are technicians, including others who enter and advance in their field through sub-baccalaureate degrees and certificates or through workplacetraining.”U.S. Department of Labor

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How many of your students know?

One-half of new jobs in the next decade will require some education beyond high school but less than a college degree — passing employer certification exams, earning certificates or associate’s degrees.

40 percent of mid-skill jobs will earn more than the average salary of those with bachelor’s degrees.

How many of their parents know?

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Reality Check3 Million Jobs Waiting to be Filled!800,000 Skilled Trades 200,000 Manufacturing and Facilities300,000 TransportationAll require post secondary education

and trainingSalary ranges from 35K to 85KAre we introducing our students to these careers?How do we introduce our students to these careers?

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Here’s what we’re dealing with….65% of 2013-2014 Freshmen will be

employed in careers that do not exist today.

By 2020, 97% of all careers in this country will require some type of postsecondary education/training

67% of students who drop out of high school, decided before Christmas their freshman year to drop out

U.S. Bureau of Labor and Statistics National Drop Out Prevention Report 2010

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Web Quest!

www.bls.gov/oohClick on drop down filters for careers

requiring Associate’s Degree or Some College, No Degree, and Post-Secondary Non-Degree Program.

Be prepared to share with your table team about the two occupations you’ve explored.

Planner page 10

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Career Development Instructional Tools

Within-Team JigsawAs a table team:Decide who will do the quest of each website listed on planner page 11. Prepare your individual brief report as directed on page 11.*Debrief as a table: How – where in the curriculum – could these tools be used?

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Virginia’s Industry Credentialing and Workforce Readiness Skills

We will review the Industry Credentialing requirement during our working lunch.

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What is SREB?

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The Southern Regional Education Board (SREB)

Founded in 1948 to improve higher education; expanded to include K-12 in 1980

Nonprofit, nonpartisan organization Work with state educational and policy

leaders in member states Work with district and school leaders in

middle grades, high schools and technology centers to improve student achievement and completion rates

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SREB School and Leadership Initiatives

High Schools That Work (HSTW) - 1987: 28 sites; 2013 – 1,200+ sites in 30+ states

Making Middle Grades Work (MMGW) - 19981998 – 25 pilot sites; 2013 – 450+ sites in

21 states Learning Centered Leadership Program

(LCLP) - 2000 Technology Centers That Work (TCTW) –

2007180 sites in 2013

Advanced Careers (AC)12 High-skill, High-wage fields in 2013

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HSTW Priorities for Improvement

1. Challenging Career PathwaysoAdvanced Careero Enhanced CTEo Expand school- and work-based

learning2. Robust assignments in academic studies3. Literacy in all classrooms with focus on

grades nine and 104. Balanced Approach to Teaching Math

with focus on grades nine and 10

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HSTW Priorities

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5. Counseling for CareersCareer Exploration Plan to achieve goalAdvisement Program

6. Extra help to meet raised expectations7. Senior Transition Courses8. Organizational structure for teams of

teachers to work together9. Leadership for continuous improvement

and to support teacher development

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MMGW 2013-2014 School Improvement Priorities

1. Purpose-driven Mission2. Rigorous State Standards3. Focus on Literacy4. Balanced Approach to Teaching

Mathematics5. STEM6. System of Support7. Comprehensive Guidance and

Career Exploration8. Instructional Leadership

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Middle Level Transition

Can today’s students envision a future that is economically self-sufficient? Are they able to articulate a plan that will help them achieve their goals and dreams? Do they understand the consequences to the many aspects of their life if they don’t follow through with their plans?

From The George Washington University Transition Initiative

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It starts with early adolescence!

SREB Student and Teacher Survey Results: 2012 HSTW and MMGW

National Composite Reports

Teacher Survey Responses Guidance and Transitions Indicators of Successful Transitions

Student Survey Responses Guidance and Support Career Exploration Opportunities

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Student ResponsesStudent Survey Questions Yes No

Do you have a written plan for courses you will take in high school? 51% 49%

Did both your parents or guardians and someone at school help you write your plan for courses you will take in high school? 46 55

Have teachers or other adults at school talked with you about what you will need to know and be able to do in the ninth grade? 83 17

Did you attend a meeting at school with your parents (step-parents or guardians) to talk about plans for after high school. (HSTW survey)

46 54

Did you have an adult mentor or advisor who worked with you for all four years of high school? (HSTW survey)

28%34,

but…38

Do you have a specific career goal? 59%30,

but…11

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Students Career Exploration Opportunities

Student Response Percentages: Middle Grades

Took a career exploratory class 21%

Heard guest speakers from various careers 53

Heard guest speakers from various colleges. 33

Visited local businesses 19

Had an internship 5

Participated in job shadowing 22

Attended a career fair 21

Visited local colleges 26

Shadowed my parents at their workplace 28

None of the above 24

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Teacher ResponsesTeacher Survey Questions Middle

GradesHigh

School

Teachers report being part of a structured guidance/advisory program in their school. 42% 54%

Teachers have a core group of students whom they advise. 46

Teachers assist students and their parents in developing a plan of study for the middle grades and high school. 48 58

Percentage of 8th/9th-grade teachers who think more than 60 percent of students are/were ready to do well in college-preparatory academic courses in ninth grade.

35 4%...

Teachers report that they are very familiar with the content and specific goals of the courses taught in the middle/high school(s) that their students attend.

19 23

Teachers meet at least annually with feeder middle grades or receiving high schools to discuss expectations, content knowledge and performance standards for students entering your high school?

53 43

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Indicators That Measure Successful Transitions 8th-9th

Teacher Survey Questions Middle Grades

Teachers report their school has a required parent-student-school conference to plan a program of study for every 8th grader 62%

Teachers report their school has a process for monitoring sixth grade students’ attendance, behavior, and grades so that interventions are both timely and targeted.

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Teachers report their school has an introduction course on college and career opportunities. 40

Our school does not measure success in transitions. 35

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GWU Standards for Middle School Transition

1. Develop a strong, positive, self concept.2. Develop positive, meaningful relationships.3. Demonstrate effective communication.4. Learn the benefits of having a cooperative spirit.5. Work well in teams.6. Value diversity.7. Develop coping skills.8. Develop organizational skills.9. Discover how best to learn.10. Apply learning skills to academic tasks.11. Explore skills and aptitudes.12. Learn to solve problems and make decisions.13. Set goals, make a plan, and carry out the plan.

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Skills for a Lifetime: Teaching Students the Habits of Success

1. Building Positive Relationships

2. Study, Organizational and Time Management Skills

3. Literacy Skills4. Mathematical Skills5. Goal Setting6. Accessing Resources

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Another framework and resource for teaching 21st Century skills

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Gap Analysis

Decide where your school falls along the continuum of standards for the Middle Level Transition. Discuss your strengths and weaknesses.

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Career Investigations Phase IDemonstrating Workplace Readiness Skills: Personal Qualities and People

SkillsThe student is expected to:

• Demonstrate positive work ethic.• Demonstrate integrity.• Demonstrate teamwork skills.• Demonstrate self-representation skills.• Demonstrate diversity awareness.• Demonstrate conflict-resolution skills.• Demonstrate creativity and resourcefulness.

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Career Investigations Phase IDemonstrating Workplace Readiness Skills: Professional Knowledge and

SkillsStudents are expected to: • Demonstrate effective speaking and listening

skills.• Demonstrate effective reading and writing skills.• Demonstrate critical-thinking and problem-

solving skills.• Demonstrate healthy behaviors and safety skills.• Demonstrate an understanding of workplace

organizations, systems, and climates.

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Career Investigations Phase IDemonstrating Workplace Readiness Skills: Professional Knowledge and

SkillsStudents are expected to:

• Demonstrate lifelong-learning skills.• Demonstrate job-acquisition and advancement

skills.• Demonstrate time-, task-, and resource-

management skills.

• Demonstrate job-specific mathematics skills.

• Demonstrate customer-service skills.

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Career Investigations Phase IDemonstrating Workplace Readiness

Skills: Technology Knowledge and Skills

Students are expected to:

Demonstrate proficiency with technologies common to a specific occupation.

Demonstrate information technology skills.

Demonstrate an understanding of Internet use and security issues.

Demonstrate telecommunications skills.

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Career Investigations Phase IAddressing Elements of Student Life


• Identify the purposes and goals of the student organization.

• Explain the benefits and responsibilities of membership in the student organization as a student and in professional/civic organizations as an adult.

• Demonstrate leadership skills through participation in student organization activities, such as meetings, programs, and projects.

• Identify Internet safety issues and procedures for complying with acceptable use standards.

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Career Investigations Phase IDiscovering More About Yourself


• Identify personal assets.

• Explain your responsibilities as a family member, student, and community member.

• Examine the integration of assets into family, school, and community activities.

• Relate your skills, interests, talents, and values to a career.

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Career Investigations Phase IExploring Career Plan Options and

Possible DestinationsStudents are expected to:

• Explore all of the career clusters.

• Complete a career interest assessment.• Explore career pathways and occupations of

interest.• Describe education and career terms and

concepts. • Explain the relationship between education and

careers. • Investigate a career within a pathway of interest.

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Career Investigations Phase IDeveloping an Academic and Career

PlanStudents are expected to:

• Identify long-term and short-term goals.

• Identify the steps of the decision-making process.

• Apply a decision-making process to course selection.

• Create or revise an academic and career plan.

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Gap Analysis

Decide where your school falls along the continuum of standards for the Career Investigations Course. Discuss your strengths and weaknesses.

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Next Steps As a school leadership team, where and

how do you go from here?Create a Career Investigations

course?Follow up with a freshman transition

support structure?Redesign or develop an

advisor/advisee program?Vertically articulate an

advisor/advisee program from middle grades through high school?

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Every Teacher an Advisor

Counselor-led collaborative effort Structured education/career/life

activities Small groups of students (less than 20) Looping (staying with the same advisor) Meets at least once a week for 35-35

minutes Advisement must be sacred time! All advisors must receive appropriate PD

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Advisement is NOT…

HomeroomA homework timeA study hallA replacement for the guidance

department

It IS our job!

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Create a Vision!

Generate community buy-in Form a team of champions to present to

civic groups, parent groups, etc. Celebrate its importance with a positive

exciting kick-off! Change attitudes – change lives!

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Television and movies Family Structured career assessments

Open door to identify interestsConnect interests to possibilities

Interpret and explore resultsWhat do the results mean?How does student use results to understand

themselves?How do they use the results to begin planning?

How Do Students Learn of Career Options?

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Program of Study should be based on:InterestStudent career & educational goalsIndividual needs and status of studentPostsecondary opportunity optionsGenuine career opportunitiesParent/guardian & advisor inputConnection among achievement,

enrollment, and advisement

What Are The Right Courses for Students?

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Focus of high school courses must:Expect more than minimum requirementsPlan for dual preparation of post-secondary

and careersBe planned with an advisor and parentsConnect with student interestConsider a different schedule load for at-risk

9th graders• What if ____________was postponed until

10th-12th grade?

Course Selection

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Course Selection

Faculty must be involved (Counselors can’t do it all)

Faculty must have input into course selection

Must be based on student’s interests and goals

Must be reviewed with parents at least yearly

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What To Know About Planning

Format for an Academic and Career PlanWhen will it be developed?Who will be involved?When will it be updated?How will plans be filed and made

available to teachers, parents and counselors?

How is interest of students assessed?

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Coordinating sources of information for students and advisorsAcademic and career advisement

Leading development of a cluster-based Academic and Career Plan

Intervention for troubled studentsSupport for advisor/advisee system

Training of advisorsCoordination of content

What Is The Counselor’s Role?

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Assure students know: how to prepare for high skill/high

demand careersoptions for educational preparationwhat is required for certificates, licenses

and degreesWhere to find additional labor market

information

Counselor’s Role—cont.

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We’d never dream of coaching basketball without keeping stats.

Stats tell us if our coaching is making a difference.

HOW WILL WE KNOW IF OUR

ADVISORY PROGRAM/ CAREER

COURSE IS MAKING A DIFFERENCE?

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Schools Should Be Able to Answer Two Questions:

Are students better off because they have participated in a Career Investigations and/or guidance and advisement program?

Can you prove it?

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Behavioral Academic Career

Tardy RateAttendance Rate

% Having Discipline Referrals

% Suspended% Expelled

Enrollment Patterns

% Completing All Homework

% Participating in Extra Help Programs

% Visiting Post HS Campus

% Taking PLAN and PSAT

% Participating Job Shadowing % Conducting

Information Interview

% Participating in Internship

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Complete the Action Steps Time Line

Consider both Gap Analysis

Include how ACPs will be implemented

Prioritize your actions

Be specific about what you need to do

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Closure and Next Steps

counseling for careers: the new paradigm

Documents

hstw goals

entire pig

careersconnecting students

futuremotivates students

education exposes students

life successhelps students

career plansexamin

pig personality test