DOCUMENT RESUME

ED 121 981.

CE 006 737. .

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TITLE [Michigan ]1 Career ,education Handbook .torImplementation.

INSTITU.TION Michigan State Dept. of Education, Lansing.PUB DATE [75]

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316p.; Section 6, Progr am Evaltation, is Dot,included, because the Evaluation Design has not yet.

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WS PRIkE MF-$0.83 lic-$16.73 Plus Postage. .-

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DESCRIPTORS Career AwareneSs; *Career Education; CareerExploration; Educational Objectives; EducationalPlanning; Elementary Secondary Education; Guidelines;Guides; Manuals; Placement; Program Design; *ProgramDevelopment; *Program Guides; .Program Planning;S ool Community Relationship; School.IndustryRel ionship

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IDENTIFIERS Career Education'Planning Districts; CEPD; LEA; Local(Education Agencies

ABSTRACTThe handbook is designed to be an inroductiOn'to a

larger collection of materials on career education which-is*availabie

handbookos'fn: sections is an,introduction which present* anthrough the higah pDepartment of Education. The first of t

overview of the handbook outlining its purpOses, manner of itdevelopment, and proposed plan of dissemination.. Section 2, oncreating awareness, understa.nding, and recepivi y for careereducation, provides specific suggestions re, .in .approaches tovarious publics and implementing career awareness labs tkalughpersonal contacts, printed. datter meetings, and ma media: Section3, organizing for career education, discussqs proced es for .

Organizing an LEA (Local Education Agency) and a CEPD GreerEducation Planning District). Sectitb 4, generating a plat' for careereducation, includes plannipg formats, requirements, materials andsuggestions for LEAs and CEPDs. Section 5, program development,briefly discusses program development components and treats atgreater length the topics. of career exploration and career placement.In addition, resource material packets coverinlg the followingsubjects are included: goal setting; guidelines for career educatiopeprograming; and partnerships in career education among budinessindustry, labor, government, the community, and the schools: PR) .

io**************p****;=**********************41*********gio***************.Documents acquired by ERIC include many informalunpublished

* materials not available from other sources. EPIC makes every effort ** to obtain the best copy available. 'Nevertheless, items of marginal ** reproducibility are ofteh encountered and this affects the quality *O of the microfiche and hatdcopy reproductions ERIC makes available *

.* via the ERIC Document Reproduction Service (EDRS) . EDBS is not* responsible for the quality of the original docuient. Reproductions ** Supplied-by EDPS are the "best that'can be made from the original. *cti:egt***1:2*************************q.**************************************

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CAREER EDUCATION

HANDI30011

FOR,

IMPLEMENTATION

MICHIGAN

CAREER

EDUCATION

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1.0 S DEPARTMENT Of NE AL TH.EDUCATION &WELFARENATIONAL INSTITUTE OF

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CAREER EDUCATION

HANDBOOK FOR IMPLEMENTATION

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INTRODUCTION

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FO REWORD

This handbook'andbo9 s designed to be anintroduction to a larger collection ogmaterials on Career Education which areavailable through the Michigan Depart-ment of Education: For districts whichhave not yet developed their plansCareer Education,,,as well as for t ethat are already immersed in initial.planning or experiemental implementation,'this handbook is offered as a "do-it-yourself" suggestion book. It isplanned as a practical guide to findingyour own answers to the needs of your

ict--to present some possible waysof g ng about an undertaking that isifilmense in scope,-but"as capable ofvariation as the diversity of Michigandistricts demands.

It is essential to read the Intro -duct on first foyjnformation:on.con-

-tents and underitanding of the plan forthe development ofthe handbook. Withthis guidance you willbe able to readselectively, according to your owninterests and the state of readiness ofyour schodl district. It should not be,necessary to digest it from cover to"cover before using it for your Ownsituation. -

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STATE BOARD OF EDUCATION

'Marilyn Jean Kelly

Gortod Riethmiller

Edmund Vandeete

Annetta Miller

Barbara Dumbischelle

Barbara .Roberts

Norman Stockmeyer

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Roger Tiller

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. ACKNOWLEDGMENTS

Acknowledgment is hereby made ofthe many valuable contributions of those -

administrators, Career Educators', andlocal community members who have assistedwith their advice and-comments in thepreparat ion of this handbook.

The Kent Intermediate School Districthas provided' coordinating services for qthe handbook development.

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TABLE OF CONTENTS

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I. INTRODUCTION

FOREWORD

STATE BOARD OF EDUCATION

ACKNOWLEDGMENTS kfIL

INTROViCTION TO° CAREER EDUCATIONvteCareer.EducationAct signed....Federal law impIemented....1nforma-tion le<rels....Public Act 97...:-Guidelines,...The Handbook....Annotated iptline....How it wasdevelopdd....Are you ready?...Whocan help?...The change proceqs....What is your district doing?

II. CREATING AWARENESS. UNDERSTANDING ANDRECEPTIVITY POR CAREER EDMATION

Inroduction....Where does yourdiattict stand?...What techniquesare available for developing aWare-ness?...Where do you begin?...wareness techniques for variousudiences....How'to use suggestedechniques....Sample materials for

developing awareness.

III. ORGANIZING FOR CAREER EDUCATION

/ntroduction....Why organize....LodalEducation Agenpies....Where is your-district now?...Where do you start?girst step in organizing....What theemperinten'dent does....Desirable quail-.fications for LEA coordinatOr.... -

DUties of coordinator....Coordinator'sfirst task....The Steering Committee..lie Citizens4 Advisory Committee....SIple LEA organizations for Career

400 Education....Additional,cOmmunityorganization....Next steps....Career

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Education. Planning Districts....Organiz-ing the CEPD....Who initiates action?...The tole of the CEPD coordinator....Qualifications 'for the CEPD Coordinator..Roles of the CEPD Council....Where isour 'district'nOw?...Where' do you ,start?

kow td organize the council....Some p08-Bible organizatidn....Additiodal com-

. mOnity organization....4ekt steps.

/V. GENERATTNO A PLAN POR CAREER EDUCATION

.Planning \formats and requirements....Materials- 'and.suggestions useful inmedting keguigments....The Goal SettingPackage.

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V: PROGRAM DVELOPMENT

To be developed later and revisedperiodically...E4b-sections to include:

i Instruction....Guidance....Placement...Occupational Information Systems....Exploration....Administration, supervision..

*.Staff development.

VI. PROGRAM EVALUATION

To be developed as policies andrequire-ments are established.

VII. RESOURCE -MATERIALS

A listing or resources available forplanning,' implementing and.evaluatinga Career Education program.

OTE: This booklet is prepared at this time toshow what the Handbook will include. Itwill be subject to change as the complete*Handbook is developed.

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INTRODUCTION X0 CAREER EDUCATIOS

Career Education is coming to Michigan schools.Across the state, school districts are initiatingor practicing Career Education programs or pre-paring to organize for Career Education.

With the signing of Public Act 97 on BOY 7,,1974, the status and significance of Career Educa-tion was recognized and established. The develop-ment of plane for implementing Career Education ineach district was encouraged and made possible bythe creation of a statewide organization to includea Career Education Advisory Commission, regionalCareer EducatiOri Planning Districts and Career Edu-cation Planning District Couricils. .

By initiating this action, Michigan becom4s.one Of the leaders in implementing the purposesof Public LaW 93-380 of the Federal government,which eatablishe'd 1T-office/of Career Educationin the Office of Educationjordered a survey, andassessment of current,programs, authorized grantsfor demonstration projects and state developmentplans, and prescribed the creation of a' Natio 1

Advisory Council for Career Education.

The Michigan Career Education Act also states:"beginning with the 1975-76 school year each localeducation agency shall have a comprehensive CareerEducation plan and shall establish performance.---objectives."

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This handbook is one unit of'three levels ofinformation available on Career. Education:

The first is Public Act 97 of theState ofMichigan 77th Legislature, an a6i to "promotd theplanning and development of career education pro--grams ;. to create a vithte career education advis-ory commission and local career education planningdistrict councils and to describe their powers .

and duties: andto prescribe the powers and dutiesof certain stateldepartments and agencies."

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Guidelines Next is the "GUidelines for. Career Education,Programming," which spellVodt.the minimum require-ments as determined by the State Board of Educa-tion for Career Education programs. It preientsa conceptual definition of Career Education andidentifies appropriate.goals and objectives whichwill extend'the.-conceptual definition ,in Michigan..The structure of kue field organization is de--scribed, with roleb and responsibilities definedfor each component, and planning requirements forthe Local Education Agency are explained.

4Phe Handbook Since the Guidelines is not a manual qf proce-,dures, it will. be supplemented by the maerialincluded in this " Handbook for Itplementation,"

to {, which contains suggested activities and proceduresthat can be used bi adapted by local schools. Thehandbook willutilize the accumulated experience,of districts which haife been in theoforefront ofCareer Education implementation. It will be writ-ten with the advice and consultation of Michigan

. school people who have orgdhized Career Education.pfograms, conducted goal-setting surveys, and pro-gressed through various phases of experimentationand implementation.. :

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The following Annotated Outline provides infor-mationscin the content of the 'handbook which - shouldperMit the reader to locate the sections most

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applicable to his J.,,,p ediate needs. The book mayad n whole or . ;n part, in whatever order it

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.T4NTRODUCTTON It) THE '4*9BOOK

is section presents an overview Of the entirehandbdok, describing the contents of each '

ANNOTATED,OUTLINE

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remaining section and outlining its purposes,.manner ot development and proposed plan ofdissemination.

II. CREATING AWARENESS, UNDERSTANDING ANDRECEPTIVITY FOR CAREER EDUCATION'

This section provides the reader with sugges-tions and information useful for planning andconductingawireness and understanding activi-ties. In addition tO narration, it includes,alisting of items useful in such an effort.These items inclmde:

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.a) Career Education flyersb) Career Educat.ion brochure (Concept Paper)c) Career Education Conference folder and

contents .

d) Career Education: An Introduction. e) Career Education S/ide/Tape Programf) Career Edudaiion radio and TV materialsg)-Others, including commercially avaiLable

materials, Guidelines forCareer EducationProgramming, etc;

III. Organizing for,Career Education

This section outlines suggestions and informa-,tion regarding knowh effective techniques fororganizing? an LEA (Local Education Agency) anda CEPD (Career Education Planning Distrt).Suggdstions for various committees, re ponsfbleparties and descriptions of roles are included.

Generating a.Plan for Cw4er,Education

This section includes the planning formats and rrequirements. .In addition, materials and sug-gestions useful in meeting requirements are in-cluded. ?or example, one planning requirementfor LEA's is activities to develop and priori.rtize goals. This section of the:handbook in-cludes a Goals Setting Package., which is asuggested approach to developing and prioritizinggoals. The pattern'of this section continues.in a similar fashion. This section, therefore,4n addition to planningforms and directions innarxatixe form, includes suggested approaches tomeeting requirements.

V. PrograT Development

.This section, to be developed over A laigertime span and revised periodically, presentsdetails pertaining to program development andoperation. Sub-sections in this section willbe:

arInstruction'b) Guidanec) Placementd) Occupational Information Systems.e) Explorationf) Administration, Supervisiong) Staff Development

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When fully developed; this sectiomwill outline'a Michigan Model for Career Education. //'

VI. Program Evaluation

As p olicy and requirements for program evalu-ation beCome reality, this section will Ipedeveloped to pass along the information andsuggestions to LEA's and CEPD's..

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HOW Because local school districtsw41 be in-IT INAved in preparing their comprehensive plansforWAS ,Cditser lucation within the coming months,/,it.isDEVELOPED

..repognieed, that ihk? need for this handbook is/imMediats. Y00.4,,to,be valid, it must be baped onexpe 4,9 sand p440 techniques.

Sindie is type f development requires sulpy..-4stantial me in offer to involve people who 'have

N this exp fence, &i 'is ssibte to develop and

iise'to 1 al school nning for Career Edika-ook in iime'ta be'ofdistribu a compl

''tion. T erefore, t us parts of the h#wd-c book. ar eing addr s priority ,fashion.

These.parts will be ade ailable as they becomecompleted and may be a4de i.ns they are received tophe sections ihitially4i ibuted. Each section

.. A.mil be bound separately* `that it can be.used. //alone or filed in ,the tot handbook:

A.REYOUREADY?

This handbo6Rk-is forgyo0. Xl*e you ready?To help you answer 90.15 Ittion, here are morequestions, which may help, o'pinpoint your readi-

.ness for ctOdr,,.

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1.1 itte you ingimmld a plat Career, Educition,i Wnt,ludirig the e ences of 'kesearch.iirld Development p Jett sfhools? ..

.1.R Are you fami.liap... ith services and mate-rials avairabe f m your use from theState Departme4t f.Education?

Algiyou $Smiliar witpublic Act 97Ce* edUlly its impl.ications for''Career

....--.2.. Education Plannin g Districts ard 4ocaltaoa!i on Agencies'?

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Ifyour.answer to.any. of 'the aboVe is, "No," ,

you may ,wish to refer to State Department of Edu-.cation publications Ciree Education: An Ineroduc-'tion and Guidelines for. rder Education Program-ming.

1.4 Are you familiar with principles forplanned chlange (especially as they per-.tain to securingtcommitMent)?

'If you need help in effecting charige as pt'of' the process of intsoduckng career Education)you will wantto be aware 9f techniques. that maybe used and resources'that are available. One ofthe basic methods is prOlem solving. Amongpossible resource peoplewho may be familiar withthe .process of bringing'about change are yourlocal curriculum coordinators and teachers, yourCareer Education Planning District Coordinatorand State` Department of Education curriculumconsultants. .

RlsearCh has shown that a first gt.ep,in_efkect-ing change is he recognition Cif a need. While yourimmediate plari'may be the'formulation of a CareerEducation plan, possible goal setting studies mayshow a fundamental need to adapt your approach tocurriculum to achieve the goals sought by your

...community,We 40b.

IT this is your new objective, you may want tolook for resources and resource people to help you.The next step is studying alternative solutions.,tmplementing whateirer seems to be the best solu-tion and, finally, evaluating the effectivenessofwhat you have done.

As a change innovator, you will recognize thatthe strongest commitment will come when changes areinWated and applied by'the persons directly in-vo/ved, not' by directive from above or from out-side the system. You will probably find it bestto encourage teamwqirk and participation from.teachers and administrators andto Beek the full-est.utilization.4of resources within the systemand the community.

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ISYOURDISTRICT.DOING? 1

.4Next, it might be well to ask yourself, "Am I

aware o) all the present involvement in Career Edu-cation our-district?" The following questionsAtight held to crystalize youi,Tnking in thisrespect:.

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What progreak has been Made thus.far toward:a -

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Designating.a career EducatiOn. Leader?Establishing a Career Education CoMMittee?

3. the' Career Educ4tion Committee?:4.

,Orienting.Inserviding personnel? /

5. Implementing Career-Education programs?6. Conducting a Goals Setting study? ;-

4-0 -7. Utilizing,Careerlducation materials? .

8. Developing Carper EduCatiq plan's?Budgeting funds for Caiee igducation?

10., Developing good community relations? °

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What progress is expected in e next twomonths?

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After analyzingnyour readinesslfor Career Edu-,

cation and measuring yot1 progress to date, youmay ask yourself: "Does administrative understand-.int.and support for Cakeer Education exist in my

iibt?" For suggestions on plans and'techniqueSfo uilding this support, read Section II, "Creat-

wareness, Understanding and Receptivity for.Carber Eddcation."

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CAREER EDUCATION

HANDBOOK FOR IMPLEMENTATION

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CREATING AWARENESS,

UNDERSTANDING

AND RECEPTUIITY

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This handbook is d6eigned to be N-La .

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materials on Career Education which areavailable through the Michigan Depart-ment of Education. For districts whichhave not yet developed their plans forCareer Education, as well as for thosethat are already immersed in initialplanning or experimental impl,mentation,this handbook is offered as_endo-it-yourself" suggestion book. It isplanned as 'a practical guide to findingyour own answers to the needs of yourdistrict--to present some possible wayso going about an undertaking,that.i'siffimense in scope, but as capable ofvariation as the diversity of Michigandistricts, demands.

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STATE BOARD OF, EDUCATION

... Marilyn Joan Kelly

Gorton R,iethmiller

Edmund Va'ndette p.

Annetta Milleri.,

Barbara Dumouchelle

Barbara Roberts

Norman Otto Stockmeyer

Roger Tilles

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ACKNOWLEDGMENTS

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,AcknoWledgment is hereby Made of

the many valuable contributions of thoseadministyptors, Career Educators, andlocal community members who have assistedwit-h their advice and comments in thepreparation of this handbook.

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4 The Kent Int6rmediatte Schoorl Districthas provided coordinating services fcjrthe .hanckbopk development. , . N.A.,,,,-,

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CREATING AWARENESS, UNDERSTANDING ANDRECEPTIVITY FOR CAREER EDUCATION

\ CONTENTS

INTRODUCTION

WHERE DOES YOUR DISTRICT STAND?Who neck to become aware of

Career Education?

WHY IS AWARENESS NECESSARY?

WHO.IS RESPONSIBLE?

HOW DOES AWARENESS GROW?Identifying leaders.

WHAT TECHNIQUES ARE AVAILABLE ?. S

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APPROACHES TO VARIOUS PUBLICS .7

WHERE DO YOU BEGIN?

INSIDE THE SCHOOLS 7

Career Education administrator andSteering ComMittee 7

Other administrators 8

Teachers and counselors 8Students 9

OUTSIDE THE SCHOOLS 9Board of Education 9

General public 10Potential Citizens' AdvisoryCommittee members_ 10

IMPLEMENTING AWARENESS PLANS

PERSONAL CO4ACTS 13

INTRODUCTION 13

ISD AND- CEPD 13CEPD coordinator and board 13Contacting LEA superintendents\I 15Contacts with CEPD Council 1

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...4 Designated LrA contact 15

CEPD coordinator-andlocal coordinator 16

Other important contacts 16

LEA coordinator . 16

Recruits Steering Committee 17

Organizes Advisory Committee 17

Works with CEPD coordinator 17

Other important cqntacts 17

NEWSLETTERS, BROCHURES ANDOTHER PRINTED MATTER 19

INTRODUCTION 19

AS A SUPPLEMENTARY RESOURCE 19

AS A TECHNIQUE: 204

POSTERS 20

IN-SERVICE MEETINGS 21

INTRODUCTION 21

STEPS IN ESTABLISHING IN- SERVICE PROGRAMS 21

BUILDING BRIDGESSecuring approvalWorking with'existing 'committeesInformal communication to

create, awareness

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IDENTIFY CLIENTS 23

EXPLORE RESOURCES 24Who can teach? 24How can participants be released

to attend? 25Voluntary attendance 25

Compensated time 25_ow are costs covered? 25

-edit courses 26Shtring,reledsed time 26

DEVELOPDELIVERY MECHANISM 26Cortiron in-service caleedar 26Timing 26Funding 27Staffing 27

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SURVEY IN-SERVICE NEEDS

PLAN IN-SERVICE MEETINGSA basic awareness workshop_An inspirational awareness meetingPotential resources for workshops

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WORKING WITH THE MASS MEDIA. .

. . 1 'INTRODUCTION. .

, Who is responsible?. .

What are the ingredients?L . t . ."

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Some general principles.,..e., ..:.'.-1 11 ..!". :i-4re .oP04111%: ;Tr- THE PRESS

;1V.-.e:1..'2;, ..,el ie. ":,I. 'Making initial contact.,,,.. I, t . if ,,..r.;: 4? ' ..:

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The interviewWorking with weekly papersImportance of release dateWriting news

RADIO MD TELEVISIORSOme points to keep in mindContacting the station .

Public service announcementsPreparing radio spotsNews announcefientsOther types of programs available

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CREATING,AWARENESS4 UNDERSTANDING

AND' RECEPTIVITY t'OR CAREER EDUCATION

PART -A - INTRODUCTION

Sinbe the Career Education approach to educa-tion isexpected to affect the liveis of hundredsof thOusands'of Michigan students, it is impor-tant that awareness and understanding of thisconcept be developed as quickly as possible.This awareness is essential, not only to,the gen-eral,pubkict but also within the schools, whexeacceptance must come to exist among the staffbefore Career Education can be implemented. Xhisincludes administrators, counselors, special pro-gram directors, and the classroom teacher; for,as Associate Commissioner Kenneth B.- Hoyt has said,"The classroom is where all of these things eitherCome together or fall apart:" This section willafter suggested approaches to reaching many of shevaried groups which you will attempt to inform..

The Ciraer Education concept has been definedthrough the actions of people and agencies through- --

,oUt the country. Mak, of these "definitions" ordirections, as they may be called; vary in scopeas well as in method. Upon the enactment ofPublic Act 97, the Career Bducation Act, an Advi-sory Commission for Career Education was formedto develop recommendations to the State Board ofEducation regarding the implementation of CareeifEducation. From the beginning, this Commissionrecognized the importance of a dear and qualitystgpment regarding the conceptI4Of Career Educa-tion."

The result of their recognition was a conceptStatement which is included in the brochure"Career Education in Michigan." This interpre-tation of the concept was developed throughcareful study of-both alternative interpretationsfrom across the country and the concepts which

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were evolving in pioneering .schools within Mihi--gam. Their conclusions, as reflected in .theconcept statement, were to a s egree aTeaffirmat OSL ons-etalcenichigan schools.

The Commission's concept statement wan adopted 0.

by-the State Soafd of Education on January 8, 1975.. The materials identified in this section are in-tended to assist in the dissemination of this con-cept. As districts develop their Career Educationprograms,,they ate encouraged to give the "Michi-san.bareer Education Concept" every considerationas a basis for their planning.

WHERE After analyzing your readiness to plan forDOES Career Education, as suggested in Section I, youYOUR may have answered the question Does administrativeDISTRICT understanding and support for Career EducationSTAND? exis,t_in my district? If the answer in not an

unqualified "Yes," the first audience you willWho needs to need-to apprioach is probably the administrators.become aware 'Tools and techOques for creating better awarenessof Career among this group Within the district may be foundEducation? in Part B.

Other important audiences inside the schools1.

are the teachers, counselors andstudento. Audi-ences within

members of the board, the general pub-.tic (including parents),'and potential represen-tatives to citizens' advisory groups. Listed inPart B are suggestions for reaching each of theseaudiences.

. 'Similar approaches.may be used for awarenessefforts within the Career Education Planning Dis-tricts. Here again, your audiences may be bothschool administrators and their staffs and outsidegroups such as business and labor organizations,litofessional associations, chUrches and othercharacter building institutions, parents and thegeneral public. Any overlap that may occur asboth CEPD's and local districts carry out aware-ness activities can only benefit both groups, pro-vided that both relay factua/Anformation which isaccurate and consistent. The CEPD coordinator can.play an important role in meshing these efforts.

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For many''years people have iscussed the needfor young people to receive instruction in schoolthat will better prepare them for living, andespecially working, when they giaduate; Now thatCareer Education is in being, and implementationis imminent,,it. is important for sucb people tonow that "This is it. Children are going to better prepared: education ie becoming more relet." They need to recognize the meaning of

wr Education when tbey' hear it and to under-its significance to the' lives of future

adults.. Through their understanding andaccept-apce, they can smooth its way and increase itseffectiveness by their persdnal contributions oftime or skillb.

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Parents through their attitudes, can augmentthe benefits their children can derive from CareerEducation. Students, through their understanding,can increase the acceptance of Career Education onthe part ,Sf parents. BUsiness and labor can con-tribute enormous assistance by participating inCareer Education from its inception and makingtheir facilities and' resources accessible to theschools?*

While such .awareness is gKowing in the communi-ty, school personnel must be developing or increas-ing their own understanding Of the Career Educationconcept and Career Education values, And preparingtheir individual and group plans for implementa-tion. They need to be a step ahead in their under-.standing of Career Education, if they are to beprepared to take an enthusiastic lead in bringingit about in their schools.

Students might turn out to be the group withthe greatest readiness to accept-taieer Education.Thoughtful planning to help them understand the C5changes in their curriculum may pay large divi-dends in successful implementation in your schools.

( r * For more specific information and suggestions onorganizing and creating awareness within the epm-

4munity please see."Partnership in Career Educa-tion," Michigan State Chamber of Commerce brochure,and "Career Education," Chamber of Commerce of theUnited States.

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WHO.

RESPONSIBLE?

Which indivIdu is reSponsible for developinga Car4 Education lwaremdts'program will varyamoriq di\striets, dep.nding'On eacli district'spi-oh:tent paaition. If no Organization ',has takenplaice, it is probably he superintendent, or 0 a'CEPO the coordinator, w o will need to take theinitiative to build Caret. Education awareness.If a system has 'ad admini.trative assiatant forcommunity relations, this -rson-might be involvedin the various projects to . unclertaken. If aSteering Committoe. has been ganized, atembe.rs of fthis.eommittee may be able to elp.plan and carry 0out awareness activities.

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fiOW . Thu 4rowth of ,wareness might bk traced fromDOES its beginnings in a small group, through enlarqe-AWARENESS ment by personal Contacts,' to a ceneral awarenessGROW? by a large segment of the population.' With in-

creased .awareness will come the, beginnings of un-derstanding, which will be folloWd by a grOwipfacceptance as more and more gain awareness.

Research has shown that simple Awareness wiJ1grow into understanding and acceptance as individ-'uals become personally involved an feel increased

5{.ownership of 'ideas. The more they .61rn about anew idea, the more they become commit ed. As in-dividual# become committed to a concypt, they5t4act.the interest of others, and the circle ofpeople who are aware is constantly growirig. Atthe same time, those wilt, have beccIme simply awareorthe-idea will gradually gain understandigg'too,through their contacts with people who.have becomeknowledli3ealpfe, and they also may becon.committedto the idea. Our need, in establishing CareerEducation is for supporters who are both enthusi-astic and knowledgeable. Identifying these potenVial leaders is essential to tht success of theundertaking..

Identifyingleaders

Since awareness (mows from small beginnings toever-widening circles/ it is important to.statwith a small group of individuals known to beaware and.supportive ,of Career Edu&ation. These-people may be wilding to take the leadership inident-ifying other interested' pe'opl'e did in-plan-ning activities to increast general awareness.

,

,.

. .

4

p

, 1. \

(.4. )4.. . 4

4ip , li;t:1,4Sit,.. 1 % , One technique.for\i'dentifying additional, ppten--km.

.. tial leader is to send a mass mailing of4dia4neX-7i pensive leafletoor bro hure, de'scribing the te;.., ,

i. , ,.. Q.,. a .,,s Concept and includingla invitatibn to respbnal.

Those who 'respond, by mai ing. back a card, phoning.for information, attendin a meating, or what:ever..

.. . , f form-of response is suggest d, may beethe nucleus'

. .for the small'receptiVe grou with whi6W'you.will ,

. , sta'r_te Possibly these indivi als have.41ready,..

. , been conditioned by hearing of areer Education on..,..

'Ir0 radio or television or in their'reading: Any such

. .

o

.

1,"

I I.

p

.preVious warenessepf the subject may lend credi-bility to the neAripproach from th schools. 4

This interested group is brought \.nto contact,with people who are well infprmed about CareenEducation. If they are teachets or counselorsthey might be invited to'attend informatlionalworkshop where they could receive assistance andencouragement from trained Career Education person-nel; As their involvement grows, they Will re-ceive-more extensive ConsuXtation and will begintrial experimentation and implementation. Withsuccessful practice, their enthusiasm will increase%

With their enthusiasm, they begin to affectother teachers, who become more aware.of Career

4 Education.byfTeeing it originating out of theclassrooms of-this leadership group. Avrenessalso grows. thrbugh the informal discussions that

..:.,.,0.,..: . ., e 'occur whenever tWo'ot. more teachers get together.

Thus the small grout, of. interested people.has"..''shortly grown into a laxger%group of people who

.I '. understand what Career Education is, or can be;. -.:. .

.

... . .

and a much larger group of people who have nowbecome aware of it.. .

!OWTECHNIQUES -

arAILAI1..

4

A' V

4

Techniques and tools which may help'to influ-ence your target audiences' and deyelop CareerEducation awareness include, among others: .

TECHNIpUE

Meetings and workshops

Small group discussions

fi1;-5

26

INFORMATION SOURC0

Part C, In-ServicePrograms

Techniques TECHNIQUE(continued)

. Person-to-person contacts ,dart .C, PersonalContacts r

-A

+r

.INFORMATION SOURCE

wY-

1

O

1

Involvement in committees Sec. III, OrgaOizingfor Career Edubation

Paiticipation in surveys Sec. VII, Goal SettingProcess

ClassroOm visits

programs at school

'Use of mass media

School newsletters

tOptside newsletters,pouse -

Audio visual aids /,-

Slide shows )

Part C, Working Withthe Mass Media

Part C, Newsletters

Part C, Newsletters

BTapes ) Career EducationFilms } Resource GuidePosters, etc.)

Many resotlrce tha is that will assist you inthe above\categor have been developed by theMichigan lE)paxtment of Education.

I

2.7

7

c0

/7.

J

'0.

THE."SCHOPW'

C.M.Atinairase.. .

.ratotAteot..ink. COMMittee.

PART B - APPROACHES TO VARIOUS PUBLICS

: When you are ready to plan activities for in-creasingawareness, you may find it helpful tofirst locate the list which suggests some of the'techniques for the group which you wish to ap-proach. If your first need is to gain furtherinformation for yourself, refek to the CareerEducation Administrator and Steering Committee,List l, for resource materials to study. Thensee other suggested activities in the same column.

Lists 2 to 7 contain some of the activitiesand resource materlals which might be introducedas you work with other grodps within the schools '

and outside the schools. If you are the personresponsible for developing an awareness program,you may need to tahR the initiative in-suggestingor organizing activities and Making resourcesavailable. Other activities ).isted may be handledindependently by teachers, students or others dspart df the aingoing school program.

.

List 1 - CAREER EDUCATION ADMINISTRATOR/STEERING COMMITTEE

Study resource materials:FlyersConcept PaperConference folderCareer Education: an Introduction,

.Slide/tape programRadio, TV materials.Guidelines'Handbook for Implementation'Pubyic Act 97-U.S. Chamber of Commerce brochureMichigan Chamber of Commerce brochureCommercially available materials

Work with CEPD coordinator or other knowledgeableconsultants.

Attend in- service sessions in neighboring'CEPD's.Plan awareness projefts for staff.

(continued)

J

et

..401 .

1)1. List 1 Write letters to recruit Advisory Committee mem-

(continued) bens.Plan orientation workshop forsAdvisory Committee

members.Prepare informational radio spots.Write proposed series of informational or feature

articles for newspapers.Contact newspaper editors.Contact radio and TV,news directors.Prepare news releases for press, radio and tele-

vision as committee ,organization or other acti-vities occur. Use names of citizens active, fhCareer Education planning.

Plan assembly programs for students.Plan pirent orientation meetings, Career Education

open houses, etc.Place Career Education posters in schools.Use school newspaper and community newsletter to

explain Career Education.

Other List - OTHER ADMINISTRATORS -adminisera-tors School administratcks who need greater motiva-

tion'to pursue Career. Education planing or wishList 2 to increase their knowledge and comprehension of

Career Education might be encouraged to carfwmtany of the activities outlined in List #2.Career Education coordinator can be helpful in'btinging available resources tofthe attdnt,ion of'the administrators and ,expediting arrangements for

-suggested activities.

Attend CEPD level:meetings on Career Education.Bring in outside consultants.Study resource materials fromList I%Attend in-service workshops.Visit active programs in other districts,.Visit local classrooms.Invite Career Educgtion leaders-to professional

associatio meetingi.Participate on SteeringRommittee.Speak on Career Education to service clubs.Encourage Apse of posters, staff newsletter and

schoolAistrict newsletter for Career Educationawareness.

290

II -8

List 3 - TEACHERS AND COUNSELORS

r

f

The list.for teachers and counselors includesmaterials and services which might be made avail-able to them by the Career Education administrator,as well as activities in which teachers may parti-cipate, both for personal growth and for,devO.op-ing awareness in,students and parents.

Tools and activities which may build awareness:

Postes in teachers' lounge or officesResource materials as in List 1Staff newsletter - /continuous feature on Career

EducationSchool newspaperDistrict newsletter .

In-service workshops with speakers, consultants,slide/tape predentations, films, role playing,and small group discussions

Visitsto other schoolsPreparation of Career Education exhibits of stu-

dent workPrograms for parentsInformal discussions in teachers' offices or loungeAdministrative encouragement for Career Education

programing_ Steering Committee membershipSmall group invftvemelit on a regular basis follow-

ing in-service workshop .

..

Involvement in Career Education curriculum ordevelopment

Helping students identify career development paten-, - tiai in daily learning situations.

List 4 - STUDENTS

Posters in/AchoolAssembly programsExhibits of workField tripsIdentification of Career Education with daily

learning processSchool newspaperStudent Council projectsInvolvement in Goal Setting processPreparing programs for parents and other studentsHelping to plan lessonsAdvisory Committee membership

30

.

OUTSIDE List 5 -. BOARD OF EDUCATIONTHESCHOOLS Listed foi board of education members are in-

formational materials and services which might be

Educationof prov4ded by the Career Education coordinator or

'Education superintendent in the LEA or by the CEPD coordina-tor or ISD on a regional basis.

'List 5

GeneralPpblic

List '6

1.

Informational meetings on Career education pre-sented by superintendent and/or outside con-sultants

School Board Association meetings on Career Educa-ti6n

Printed informational materials (see List 1)District newsletterInvolvement iii organizing processDepartmental presentations at boifd meetingsSlide/tape or film presentation at meetings

( Other factors as listed under "General Public"

List 6 _:..-GENERAL PUBLIC

For the general public, which includes schooldistrict parents, the person responsible for build-ing awareness can make use of any and all resourcesof the mass media, public progra7i and local dis-plays, as well as any unique and imaginative proj-ec'ts that will appealto the interests of thecommunity.

t-N\ Open meetings at schoolDistrict newsletterSchool newspaperDaily newspaperWeekly shopping paper'Radio and TV spotsRadio and TV talk showsRadio and TV news featuresDirect mail lettersParticipation in Goal Setting processPTA meetingsStore window displays on Career EducationLibrary displays on Career EducationCareer Night in school

1W

PoOntia List 7 - POTENTIAL CITIZENS' ADVISORYcitizono' I. COMMITTEE MEMBERSAdvlsozyCommitteenumber°

Licit 7 '1

r

For members of groups which you migh, wish tohave represented on a citizens' advisory commit-tee, List 7 suggests possible approaches whichmight help to-increase the receptivity for CareerEducation. TheIist of organizations is merelysuggestive of examples--not intended to includeall possible organizations.

abor organization officialsPersonal contactArticle for union newspaperRecruiting letterSchool visit

ndustry executivePersonal contactIn-plant newsletterRecruiting letter A .41

School visit4P 4

Chamber of Commerce brochureis k.I .410.400,4t

Small business-ownerPersonal contactRecruiting letterSchool visitChamber of Commerce brochures

Arts, library, museum, etc.Personal contactRecruiting lette'rSchool \visit,

Chamber of commerce ,executivePersonal contactRecruiting lettInformational ma erials provided for officeArticles for mon ly news publicationState and U.S: Chpmber of Commerce brochures

Supermarket ownerPersonal contactRecruiting letterPosters for displayFlyers for distribution

(continued)

32

List 7 Crergy(continued) Personal contact

Recruiting letterAnnouncements for church bulletin

...I. 4..

Community College administratorsPersonal contactRecruiting letterPosters for college halls

0

O

PPART C - IMPLEMENTING AWARENESS PLANS

PERSONAL CONTACTS

ZNTRODUCTZON It has long been accepted that perion-to-personcontacts are one of the most effective methods of

- diimeminating information. Possibly because thelanguage of communication is more likely to beside and straightforward when people talk to-each other, the concepts presented are more easilyunderstood. The message also may carry moreweight because it comes by word of mouth, eitherbecause some knowledgeable person has taken thetrouble to' talk to us, or because someone who hasno personal profit motive, perhaps our neighbor,is telling us about it.

The possibilities of personal contact in devel-oping a Career Education awareness program arelimitless. What contacts come first and by whomdepends on individual circumstances. Some con-tacts will be needed immediately and others. willbe more effective after some implementation hastaken place. The chart on the next page and thefollowing paragraphs identify some of the possiblecombinations.

/SD, In the early stages of initiating planning forAND. Career Education frequent contacts may be neededGPD between the CEPD coordinator and the top adminis-

tration of the Intermediate School District. Thismay be either the superintendent or an assistant.It is essential that this responsible officialhave a good grasp of the Career Education approach,and an interest in encouraging planning and imple-mentation.

.01111, Working through the superintendent, the CEPDobordiflatok coordinator may make arrangements to talk to theand board imboardomembers to help create the understanding

and receptivity for Career Education that will benecessary to obtain board support for districtwideactivities.

3,4

CEPD Coordinator4

Career Ed. Cobrd.

Principal onSteering CommitteeTeacher onSteering CommitteeTeacher practicingCareer Education

Citizens' Adl.tisoryCommittee Member

PERS9NAL CONTACTS

ISD Superintendent

ISD Board

CEPD Council

___...LEA Superintendent

%'LEA Principal

LEA Career Education Coordinator

LEA Teacher, Counselor

Special Program Diredtoi

Community Organizatips

Community Business

Parents in LEA's.

Students in LEA's

LEA Superintendent

LEA Board

LEA Steering Committee

LEA Citizens' Advisory Committee

LEA Principals

LEA Teachers, Counselors

LEA Students

LEA Superintendent

Other Citizens

Business Contacts

Comt.inity Organizations

Board Members ,

Labor Executives

35

II-14

0

ContactingLEA smparin-tendents.

P

Contacts withCEPD COtinc

tt

Designatedcontact

Although the CEPD coordinator may be the bestinfOrmed person in the ISDconcerning Career Edu-cation; he or she may not always be the mosteffective person to communicate with administra-tors or with board members. To lend authority topresentations about Careet Education values, itmight be*useful to engage consultants from theMichigan Department of Education or the MichiganCareer Education Consortium for- he early contacts

,,with the board. Regional meetings of administra-tOrs are also suggested as a means of giving su-perintendents authoritative information aboutCareer Education.

Before a CEPD Council is organized it willprobably benecessary for the coordinator to con-tact the supprinte,ndents of all school districtsin order to get balanced representation on such acouncil. Although the requests for nominationsmight be made in letter form, it would probably behelpful to make personal contact as early as pos-sible with each superintendent.

After the council is organized the members willprobably need a great deal of orientation to the'Career Education concept. This may be particular-ly difficult to carry out where CEPD councils areinvolved in many, other matters besides Career Edu-cation planning. Besides using audio-visuar tech-niques and other resources that might be used inawareness workshops, it might be wise to pl.an reg-ular contacts between council members and CareerEducation leaders. One recommendation is the pre-sentation of,a shortj.nfprmational session onCareer Education as- regular part of every CEPDCouncil meeting. !,service on a continuing basilhas been found to b4,,much more effective than com-prehensive sessions do a_single or short-term .

basis. i

The next important contact for the CEPD coordi-nator may again be the local superintendent, whowill be asked tO designate a Career Education coor-dinator or contact person. It may not be easy toobtain the appointment of someone who has both theauthority to facilitate staff involvement inCareer Education and the personal interest to as-sure immediate and contifluous pursuit of planning

II-15'

4

CEPD coorcna-tor and localcoordinator

Other importaticontacts

LEAcoordinator

.ti

Q.

goals. A teacher who is deeply involved with Ca-reer Education in his or her classroom may find itdifficult, no matter how willing he or she may be,to cut the red tape and obtain the necessary au-.thority to atganize activities .fox °the" staffmembers. On the other hand, someone on the admin-istrative level may be too involved with otherresponeibilities to .give Career Education planning-the priorities it will need unless he or she has astrong commitment the task. The superintendehtmust exercise his or her best judgment in select-

.

ing the individual who will be most effective forthe district.

After contacting superintendents in his or herdigtricts, the CEPD coordinator will begin to Con-centrate more time and effort in contacts withthe LEA-Career Education coordinators, and througilthem with principals and teachers in the districtsThe coordinator can serve as guide, counselor and

' expediter for staff members who6are.involved withplanning or implementing Career Education, and thepersonal contact is the most effective way of in-creasing the interest and knowledge of individuals.While the CEPD coordinator assists the local co-ordinator, the local person will guide and assistthe sdhool staff, helping ,the small core of peoplewho are aware grow into a larger group'of peoplewho understand. .

Other contacts in the CEPD region may be thedirectors of special,,programs, who can help thq

\.CEPD coordinator gain entree to various schools.The coordinator may also arrange meetings with

f' business people in the region to encourage gelleialsupport for Career EducatiOh. Community organi-zations may be other sources of contact, when thecoordinator may have the opportunity to speakabout Career Education. Attending meetings invarious LEA's, the coordinator may have valuablecontact with parents and students fromthe area.

The local 'Career Education coordinator willprobably make use of personal contacts in many ofthe same ways as the CEPD coordinator. After re-ceiving a clear understanding of his or hers as'signment from the superintendent, the LEA coordi-nator will probably make many personal contacts in

37

4g7'11-16

the prodess of organizing for Career Education.Aommita -. i Knowing the importance of identifying leaders, he

0 Stpering or she will talk to many people in,different,,COMtattge , schools to find out which people are.really award

of Caredr Education and interested in implementing ;NA

it. These may be the potential candidates for the ' -,

Steering Committee. There will also be principals

0or other administrators to talk to about= the com-

. mittee. In many cases the coordinator may be ,in-terviewing and recruiting members for the Steering-

* Committee and obtaining administrative approvalfor the selection if he or she has not already

I

been given that authority.

Organizing the Citizens' Advisory Committeewill take the coordinator outside the schools fo'contacts with the business community and numerousorganizations which mig4 provide.repiesentatiqn.He or she,will talk to Parents or get suggested,parents'. names from principals as contacts ..for -theCommittee. Principals would probably, also suggest.students as candidates for the nomination. All ofthe groups,suggested in Section'III for represen-tation on the Citizens' Advisory Committee, wouldbe potential personal contacts for the coordinator.He or she canitrobably get help in making thesecontacts froreladministrators, board 'members orparenti who haRpen tc:Obe acquainted with the per-son to be Contacted.

OzganizasAdvil:toryCommittoe

4

Worica withCEO'. .4coordinator

Another important contact foi the LEA CoOrdin'a=for will be theCEPD coordinator, who will usuallybe available with advice and g6idance,'especiallywhen the'LEA is first concerned=with developing aCareer Education plan. The local coordinatorwhokeeps ip cipse touch with the CEPD'qOordinator mayfind many'6pportunities to save time money andeffort by taking advantage of servic organizedon thd regional level. .This person will also behis or her bridge to the state level and an advi-sor on resources available.

. The local coordinatOr may be helped in makingschool-contacts or in knowing whom to contact bythd directors "or consultants of-special programs.,who are snaking regular visits to all area schools.

Othor Personal contact is al6o valuable as it' occursimportant betweenprincipals,' teacheri and consultants oncontacts- , the Steering Committee and their,counterparts.in

38

the various schools. This is where.iateering Com-inkttee members can learn the wishes and interestsof the 'people they,representand can keep theirpeers informed of plans and progress of CareerEducation-in the district.

The teacher or counselor who is actively prac-ticing the:Career Education approach is one of themost influential sources eg personal- contact. 'Theexample he or she sets by dedica'ted involvement inCareer Education and.the effects thip,maveave onthe students are certain to have some°1tAf uence onother teachers. Members of the school edministra-tion, may learn from this example, aaimembers and ,parents. The teacher's conta ith .

parents or other members of the community whoassist with Career Education units is anotherinfluential personal contract.

Citizens' Advibory Committee members have theopportunity for many important Contactsin theschools with Steering Committee-members, board ofeducation and administration--in the communitywith business, labor and community organizations.The examples are merely a sampling of the multi-

,

tude of person-to-person contacts that can increase.the effectiveness of Career Education and helpbuild awareness, understanding and receptivity.

b

II-18

39

.INTRODUCTIQN

Of

ASASUPPLUMENTAMRE$OUP.CE

A

t8

NEWSLETTERS, BROCHURES AND,

OTHER PRINTED MATTER4

Printed materials can be a valuable asset tothe promotion of awareness, understandin§ and re-deptivity provided they are readable, applicableto the purpose for which, intended, and presentedin such a way as to ensure.their being used. Inspite of the recognized importance of personalcontact in building awarenesstothere are limitsto its use in comparison tothe numbers of peoplewho should be contacted, and printed materialsprovide a useful alternative in m4ny cases.

'kW"Printed resource materials may serve as a sup-

port medium for other techniques such as use ofthe mass media, films, slide/tape programs andin-service workshops. The flyers, brochures'orother materials distributed as part cs.f programs %.

based on the.same or similar subject matter pillprobably be 'carefully read partly because the re-cipient's interest has been aroused by the othertechniques or media. Examples of materials whichcan be used.for this purpose include:

"An.Approach, Career EdUcation in Michigan"(flyer available from M.D.E.)

"Career Education in,Micht4an"(brochure available from M.D.E.) .

"Career education Concept Paper" .

(concepedescription available from M.D.E.)"Public Act 97" (copy of careex Education Act

available from M.D.E.)"Career,Education Resource Guide" (identification

of commercially available Career Educationresouroes to complement and supplement localprogram - available from M.D.E.)*

a

* Career Education, Mtchigin Department of Educe-tiod, Box 420, Lansing), Michigan 48092

A

. AA,

AS Attractive, weliu.Written flyers, brochuresA. and newsletters can be effective instruments inTECHNIQUE the public relations efforts necessary to achieve

widespread understanding of Caredr Education. "Inadditiog to using materials such as those littedabove or producing similar pamphlets for special-ized local uses, districts can make good use ofexisting printed media such as the newsletter ofthe Intermediate School District;or the LEA.Articles about Career Edubation activities inthe district will be read by many people 'who re-cekve,such newsletters 'on regular basis. Whenthere are events to publicize which will benefitfrom the support of local industry or organize-tiona, it would be worthwhile to investigateother news outlets, such as the house organs orin-plant newsletters of industrial or-businessestablishments-. Lists of such outlets are some-times available in the local library. The newsreleases which are described in the section onMass Media can be condensed into briefer form forthe smaller newsletters or rewritten to conformto the needs or special interests of these publi-"cations. 4

,

-

POSTERS Another effective form of prtntediresourbematerials is 464e Career Education poster. Thesehave been suggested for use in schools and community as a medium which will create a quick aware-.ness response in the viewer. An interesting setof posters has been developed under the.sponsoishipof the tipper Peninsula Association Of school Hoards.

.Information'on producing such posters and compli-

,

_mentary sample sets may be obtained as long asthey last by,contacting Mr. Tom PiersOn, CEPD ",Coordidator, marquette7Aiger Intermediate SchoolDi4trict, 427 West College Avenue, Marquette,Michigin 49555. Radio and television spotannouncements are also available on loan froM thesame source..

4

.

41. .

ti

II -24,

1At't

1N-SERVICE MEETINGS

One of the most essential elements 'of -ad aware-ness,building program isAhe in-servlce workshop.First, it may be used to create awareness or rein-force underttanding of Career Education on the partof board members, committee members, administratorsor teaching staff who attend. Then, as one of thepossible subjects for in-service, it may also teach.participants how they can help build awareness inothers. As a continuing program, in-service meet-ings can cover a wide variety of subjects whichwill assist the LEA in its venture into Career,Edu-cation. In-service may be a local project, a jointeffort of.several districts within the IntermediateSchool District, or a county-wide or CEPD-wideunderstaking. Factors to.be considered in the plan-ning include budget, time and plaCe, designatedleaders, types of meetings, content and in-serviceneeds.

Some of the steps which have been recommendedfor setting up in-service programs may be describeda's follows:

b

4. 1. Build bridges (make contacts to create under-standing with the people needed to providesupport).

I e

2. Identify clients (Who should attend?)

3. Explore resources (Who can conduct or teach?pow can-participants be released to attend?How can costs be covered?)

4. ,Develop delivery mechanism (organization for'workshops).

5. Survey in-service needs (to determine content °

while increasing awareness).

6. Plan in-service meetings (putting togetherpromotion, leadership, clients, content, meth-

. ods, resource materials and future goals).

42

4am/

JThe order for approach ing these steps may vary

with different districts, and each will adapt anysuggested practitee.ta itotIbit particular needs.In following, paragraphs, however, the steps will be-detailed according to the above outline.

BUILDING Before in-service workshops are offered, or evenBRIDGES planned, there needs to be a base of support in the

local district. Although such workshops are ameans of increasing awareness and support, they arenot usually the first effort to be made. Interestedpotential leaders need to be identified among thestaff, administrative and board approval needs tobe obtained, and school people generally need to beaware of Career Education and its meaning to sLclOlt,students and community.

Securing If the responsible person is the local districtapproval "Career Education coordinator, he or she will prob-

ably contact school administrators, and throughthem, the board of education, to explain the needand the advantages to the district of in-serviceworkshops on Career Education.

If the initiator is the CEPD coordinator, he orshe can work through superintendents or their des-

. ignated career Education administrators'in the LEA'sto lay the groundwork for requesting in-serviceworkshops. In this way the coordinators, eitherlocal or CEPD, 'will be building bridges by estab-'lishing who the essential contact persons are andgaining accessto responsible policy making bodies.

Working with 'In addition to gaining board approval, the coor-existing dinators might contact existing curriculum or in-committees service committees tt establish the advantages of

in-service in Career Education and either workthrough these committees or gain their support and,assistante.in planning workshops.

Informalcommunicationto createawareness

General awareness of Career Education amongschbol rirsonnel may be created by many informalmethods, as listed in Part B and other sectionsof Part C. The availability of in- service work-shops might be discussed in faculty meetings andin organizing meetings of Steering and Advisorycommittee. Later, surveys would help establishthe details of content, time and place, which

'would be publicized when available.

43

*MOUT. C4ZENTS

O

DistYibStion of flyers such as "An Approach,Career Education in Michigan,"* is another means ofbuilding staff awareness, which could '1so be help-ful in identifying interested people if a reply wererequested.

A third, and very important, method is the per-sonal approach:by the coordinator or other know-ledgeable leader, who may try to identify theinterested staff members and encourage this smallgroup to increase their knowledge and enthusiasm byparticipating in in-service workshops.

Deciding who should attend a Career Educationworkshop will probably'be the responsibLlity ofwhatever group is planning it

On the CEPD level the coordinator might be plan-ning a basic Career Eduqation awareness meeting forkey people in the local districts. Here the clientsmight be the Career Education administrators, otherinterested administrators, board members and CareerEducation leaders among the staffs of the variousdistricts.

s.

For a large meeting planned for inspirationalpurposes, the*CEPD coordinator might ask each dis-trict to sendfive to seven persons. Representationcould be broadly based, including boards of educa-tion, CEPD Council members, administrators, teachersand counselors. The stimulus of'a message by anationally known Career Education leader could bebeneficial to all levels, but follow-up meetingswould be essential for those who are going to,workwith implementation. Follow-up workshops on a CEPDlevel might be planned for LEA Steering Committeemembers. These sessions would enable the partici-pants to plan and carry out similameetings intheir own districts, either separately or jointly.

If a Steering Committee on the local level isplanning a workshop, its clients will probablyvary according to the purposes of the meeting. Inthe earlier stages, where developing awareness isa major concern, an attempt may be made to draw inthe teachers and counselors from each school that

* Available from: Career Education, Michigan Depart-ment of Education, Box 420, Lansing,Michigan 48092

4,1'11-23

EXPLORERESOURCES

Who canteach?

0

have shOwn the greatest interest in Career Educa-tion. These may be the key people to assist inenlarging the awareness group. In a follow-up meet-ing, where skill development might be e objective,the committee would probably try to in olve the sameparticipants and add others who have ecome inter-ested as a result of the first group's'activities.

'Resource people' for in-service workshops may befound at the State Department of Education level,the university level, the CEPD level and the LEAlevel. ;CEPD coordinators maybe able to help localdistricts contact the appropriate people throughtheir d4rect associations with the Michigan Depart-ment of Education

4

University consultants may be reached throughmembers of the Michigan Career Education Consortium.Contact persons for the current participating uni-versities* are the following:

CENTRAL MICHIGAN UNIV.Mt. Pleasant, Mich.48859(517) 774-3208Paul Kussrow

EASTERN MICHIGAN UNIV.Ypsilanti, Mich. 48197(313) 487-3279John Waidley

FERRIS STATE COLLEGEBig Rapids, Mich. 49307(616) 796-9971Richard Warner

MICHIGAN STATE UNIV.East Lansing, Mich. 48824(517) 355-9606.Cas Heilman

NORTHERN MICHIGAN UNIV.Marquette, Mich. 49855(906) 227-2400W. A. Berg

UNIVERSITY OF MICHIGANAnn Arbor, Mich. 48104(313) 764-8424Gordon McMahon

WAYNE STATE UNIV.Detroit, Mich. 48202(313) 577-1665Stephen B. Hillman

WESTERN MICHIGAN UNIV.Kalamazoo, Mich. 49001(616) 383-1690David R. Taylor

Additional information can be obtained from:Robert Weishan, Educational Consultant, PersonnelDevelopment Unit, Michigan Department of Education,Lansing, Michigan 48904, (517) 373-8626,

* Plans are underway to expand this participationto other institutions; as this is done, additionalcontact information will be provided.

11-24

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1

4.

I ;

41,

to/ can par-ticipants bereleased toattend?

Voluntary"attendance

Compensatedtime

now are Coatscovered?

The consortium is a cooperative organizationforme0 to coordinate and plan the personnel devel-opment effortsof the universities relative to theimplementation of the Michigan CareeialEducationModel.

Districts may be interested in using Consortiumconsultants for assistance. It has been recom-mended that requests for services be as specificfor each purpose. as possible. Consortium memberscan be asked to come to the schools and provide apreview of the materials and services they canoffer.

On the CEPD level the coordinator may be ableto assist with in-service projects and to recom-mend qualified and experienced staff members fromeither local or neighboring schools to participate.

One factor which could greatly expedite the re-lease of staff for in-service would be the estab-lishment of a common calendar for in-service daysamong all districts in the CEPD. This would be .,

especially important for small schools_ sharingservice programs. Possibly two days a year couldbe negotiated in contracts for released time andthese two days could be devoted to Career Educa-tion in-serv4ce.

Volunteer.time by interested individual teach-, ers could be an important factor. Some would be

willing to attend meetings after school hours.Such meetings might be follow-up seslions aftermajor workshops on released time. Some. teachersmight use their professional days. or personal bus-iness days to attend in-servic meetings or workon specific plans.

6,4

Some distrIctsmhaver been able to release teach-ers for in-service on a compensated basis by hir-ing substitutes while they attend meetings. Insome cases CETA funds have been used. Anotherfunding method is for seed money to be supplied bythe Intermediate School District and matched bythe LEA. Under such an arrangement, teachers will-ing to make a firm commitment may be able to ob-tain a mini-grant from the LEA or the CEPD forreleased workshop time or purchase of materials. 4,-

Since contractual obligations usually requireteachers to be in the building from 15 to 45 min-

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utes after school closes, it may be possible touse some of this time for in-service. If staffmeeting time is not fully utilized to the extentprovided for in the cpntract, the contracted timemight be partly devoted to Career Education in-service. .

Credit When Career' Education in-service is presentedcourses by university personnel on a credit basis, teach-

.ers may be willing to pay lees to attend and uni-versities, in return, may offer additional localservices.

Sharingreleasedtime

Among released time periods which might beshared by Career Education in-servics are theschool's record day and parent-teacher conferencedays. Half days are another practical way of gain-ing time because the schooli can still be creditedwithia day'of school. Teachers might be willingto contribute a half Bay of uncompensated time inexchange for a half day of released time. In allof these cases it is important to obtain good pub-lic understanding of the reason for the releasedtime.

DEVELOP Onthe regional level the CEPD coordinator willDELIVERY probably be responsible for developing the organi-MECHANISM zation for in-service workshops, either for the

total CEPD or for combinations of districts that'are adjacent to eacb other or similar in needs.On the local level, the Career Education adminis-trator or other responsible person would proceedin a similar manner, calling on the CEPD coordina-tor as needed for advice and assistance.

Common PlaQs for joint in-service efforts could be im-in-service plemented more easily if districts,had a commoncalendar calendar of in-service dates. Encouragement for

developing a coordinated in-service calendar could-I come from the CEPD coordinator, with support from

;

the Up superintendent and board. Such a projectmight be giyen a high priority for implementationas Career Education proceeds.

Timing

Further assistance in the complicated projectof planning joint in-service could come from con-'sulting and working with any existing in-serviceor curriculum committees as plans are developed.

Timing for in-service meetings will depend onthe method to be used for obtaining released time

47TI-26

Staging

for participants. Assuming that the districts in-volved had agreed to use a series of half days forthe workshops, the teachers might be released on agrade level basis. The number of grades to be com-bined would depend on the size of the district andthe percentage of representation. HoweVer, onehalf day, for example, might be p4nned for repre-sentation of lower elementary grades, another forupper elementary, one for middle school and anoth-er for high school.

Later follow-up meetings might be scheduled, atleast in individual districts, for after schooltime, either during time periods when teachers arecompensated according to contracts or. on time vol-unteered by participants or a combination of both.

'\ Funding sources for regional meetings might bethe ISD, the combined school districts, a combina-tion ofetbese, or whatever other resources mightbe avaLlable.

-Staffing resources, as mentioned earlier, could,include Michigan Department of Education consult- .

ants, the university consortium, the CEPD coordi-nator or assistants, and experienced LEA personnel.The team approach, or a combination of leaders fromthese groups, has been an effective method of work-ing with in-service on a continuing basis.

As soon as the purpose of the workshop and thedates of meetings are set,,the coordinator, work-shop chairman or other responsible person shouldcontact potential consultants and negotiate forpossible services. Choice of resource people neednot be limited only to the nearest university oreven the nearest CEPD. If the services proposedb

et?

one institution don't seem to be adequate fore al needs, in-service planners might well con-sct other places and other people. In addition

to the CEPD coordinator in the local region, plan-ners might wish to invite personnel' from otherregions to assist as consultants.

'SURVEY The major purpose of the workshop can best beZIP-SSEVICS determined by making an actual survey of partici-WSW pants' needs. These will probably vary among dis-

tricts at any given time because of the differencesmin levels of planning and implementation, but re-sults of a ,survey form should help determine whatgoal or goals would serve the majority.

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*

The CEPD coordinator or planning committee mightsend a questionnaire to local districts or the LEA 1

coordinator might send it to local school build-ings requesting some of the following information:

What would you like to see included in the courseor workshop?

'(Check list of topics:)

1. Awareness, understanding and receptivity toCareer Education.

2. Developing goals.3. Career Education activities to be used in the

Classroom.4. Infusing Career Development into existing

curriculum.5. Infusing Career Development into the guidance

program,6. Cooperation with the Community.7. Resources.8. Others

Number of people interested

Preferred time and day

Location

The questionnaire might also offer the possi-bility of taking the course for university credit.A tabulation of replies would provide the informa-tion necessary for planning course content and, inaddition, give some indication of interest for'future workshops.

PLAN A series of workshops planned as comprehensiveIN-SERVICE in-service for Career Education might cover twoMEETINGS levels: awareness and skill development. The

first would probably concentrate on use of variousmaterials to help clarify, definitions promotegreater awareness and increase understanding. Inaddition to a possible half day of in-service, aquestion and answer service might be made avail-able and participants could be given an opportu-nitysfor continuous communication with Career Edu-cation leaders who could assist them.

In a month's time tsor less arworkshop for skilldevelopment would be beneficial, -with a possiblethree consecutive days spent on Career Educationinfusion or curriculum planning. This too shouldbe followed by periodic additional workshop days.

A ba deu

j The following agenda is ,the outline of a sug-awaranocip I, gested workshop for basic Career Education aware-workasop ness as presented earlier this year.

I. Introduction to Career EducationA. Definition

.1B. Michigan ModelC. Public Act 97

(Conducted by represQntatives of the MichiganCareer Education Consortium of teacher educationinstitutions.)

Folder of infoimational materials distributed.

(30 minutes)

II. Film: Work Is Child's Play. z, applying CareerEducation to the classroom. (This is an appro-priate film which has been found to be useful;however, it is not completely consistent withthe Michigan model of Career Education, contain-ing a few minor,variations.)*

(30mmlnutes)

Next steps - Where do we want to go from here?Discussing establishment of a Steering Commit-

. tee and its possible tasks. (A presentation byCareer Education leadership in the local schoolsor the CEPD)

(30 minutes)

An inspira- The following program is an example of a CEPD-tional sponsored meeting planned to provide inspiration4awaropono and stimulus for greater commitment to Career Edu-meetthg cation. Letters were sent to each local district

inviting them to send five or six people to hearadynamic, nationally known spokesman for Careen Edu-cation. It was suggested that participants repre-sent all levels, including board, administration,teachers and counselors and that they be people whohad not yet committed themselves to Career Education.

* Available Centron Educational Films1621 W. 9th Street, Lawrence, Kansas 66044

4

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Potential'resourcesfor workshops

WELCOME

"CAREER EDUCATIONWHAT IS IT AND

CAREER EDUCATIONIN THE CEPD

Career Education director, of host district

Slides and presentation by,'nationally known speaker.

\

Reports of CareerEducation ,

activities in schools of theCEPD area presented by elemor0ary, middle and high schoot.1

° teachers, a guidance directOk4and a superintendent. I g

I1,

Listed following are films and tapes which dealwith overall concepts of Career Education,' such asmight be shown to teachers, parents, business andlabor groups and civic organizations to help themdevelop a basic understanding, in broad outline, ofthe nature of Career Education.

Texas Career Education Film30 min., 16 mm., color, soundFor infoimation contact:Me. Ray BarberDirector, DORDTexas Education Agency201 Fast 11th StreetAustin, Texas. 78701 (512).475-4641

USOE Career Education Film (Olympus Research Co.)For information Contact:The National Audiovisual CenterOrdering SectionWashington, D. C. 20409

"Career Education"27 mih., 16 mm., color, soundPurchase price: $85.75Rental fee: 412.50 (can be applied to purchase price)

br

"Career Educations Steps to Implementation"159 color 2x2 slides and audio tape reelPurchase price: $25

"Career Education: Steps to Implementation"filmstrip tape combination with 159 frame 35 min." filmstrips color, tape reelPrice: $10

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Georgia Career EducationFilm30 min., 16 mm., color, soundFor inforftiation contact:Mr. Paul SdottResearch coordinating Unit'State Department of Education302 State Office BuildingAtlanta, Georgia (404)656-2429

New Jersey Career Education Film"Choice Not Chance"25 Min., 16 mm., color, soundFor information contact:Mr. ',Robert J. Phillips /7"

501 Lincoln HighwayIselin, New Jersey 08830 (201)283 -2820

Ohio State University career Education FilmCenter far Vocational and Technic-al Education"I Want to Be."13 min., 6 mm.., color, soundFor /formation contact:Mr. G orge. BarberOhio State Univ., Dept. of Photography & Cinema156 West 19th AvenueColumbus, Ohio 43210 (614)422-5966

Rent: '$8 for 3 daysPurchase: $150Postage:, $1.32

Pennsylvania Career Education Film"The Sum of All Pirts"28 min., 16 mm., color, soundFor information contact:Dr. Nile Coon'.Chief, Division of Educational MediaPennsylvania Department of EducationP. O. Box 911 ,

Harrisburg, Pefinsylvania 17126

New York Career' Education Film"SPICE: A Process in Career Education"18 min:,,16 mm., color, soundFor information contact:Mr. Irwin A. KahnState Project to Implement

Career Education: (SPICE)236 West 26th Street.New York, N. Y. 10001 (212)238-7600

INTROpUCT/ON

Who isresponsible?

)

What arethe iggredi-ents?

0 A

WORKING WITH THE MASS MEDIA

Before anyone makes contact with thd news.mediaabout the Career Education program, it is probablybest if it is clearly understood which person is,chiefly responsible for public relations. Mediarelations seem to work best if the same person is

r.able to coordinate outgoing news or interviewsr within the school system or Career Education Plan-

ning District. In come cases this may be!thesuperintendent, whd is ultimately responsible, forpublic relations in most districts.. In a largelocal district or Intermediate School District thetesponsibility may be delegatedto an assistant forpublic relations or perhaps to a Career Educativcoordinator, who would work through the PR person.In a smaller distridt the career Education coordina-'tor might have full responsibility for buildingcommunity support through public information. Ina still smaller district, where the coordinatormight have other duties besides Career Education,the superintendent may henna public relationsalone.

probably some of the most essential ingredi-ents of a good public relations program are fair-ness, honesty, perseverance and timing. (Ono ofthe most uneful.toold is a good sized calendar forkeeping track of dates, events and deadlines so asto coordinate released to all mass medra.)

Fairness wilif dictai; thiftall local newsmedia are givenan equal opportunity to cover Ca-reer Education news. Honesty will help secure thetrust and good will of media representatives.Timing w411 assure that news is:released in sucha way that all media can use it at the sane time--that a television station that has no weekend news-cast, for'example, doesn't miss a story because itwas released over the weekend. Perseverance meansthat you will conttnue to send news releases toall media, no matter how infrequently they may be.,uspd. There'is no way of predicting when or howthe informption you keep feeding a radio station,for example, may lead to questions for a featureprogram or a personal interview. The background

. information contained in your constant flow of

53/1-32

0

news releases will be valuable in developing themedia people's understanding ot4your program.

Some genoral If you will think of newspapers, radio andpValeiplea . j television as local businesses interested in corn-

munity-affairs and dependent on'community support,you will find them accessible and usually Anxious.to cooperate. It is important for you to remember

. that they have necessary limitatiOffs on what theycanoffer, so you can suggest ideas but not demand' : 0

cooperation. You can probably gain better support ',7by basing your approach on community need and your/- 4mutual interests in meeting that.need. The sug- ',--I' .

gested approach is to emphasize your ability andwillingneasto cooperate by providing informationand services.

f You can control the timing of fhe.news.to someA .

i extent.by the release date.you put on every copy.However, it is seldOm wise to call and ask why.news was not used when received. If it happenedof teen, reporters or editors might see you and

. j your program as a nuisance to 'be avoided. The..

more positive approach is to thank then for theircooperation when an especially.good news story ie

. produced and, to wr4te a thank you letter which maybe used as evidence 'cd puiblic.service broadcasting.

. A good'rule as given by a broadcasting stationis: .."Keep us inforined of what you_are doing,where you are doing it and who is involved. bon:kyou judge the news: Le us be the judge." ,//--

will.

_

These general principles "apply tip-most- , media outlets. With that in mind, you can

find more detailed suggestions for the various .

.

.6. meqii in the following sections.

:AHO POsS.Aar

11

Newspapers in most'communities are,vitally in-terested in whatever affects' the lives of the cit1-.1enA. Within the limitations of time and spaceand its own integrity and editorial policy, thecress will usually be cooperative with apy agency /,,that has an,important story to tell and demonstratelaa willingness to' be helpful. Securing and keepin4the good will of the'press requires strict adher-ence to certain principles of courtesy, fair playand common sense in your dealings with press aswith all media personnel. Some 5emindera_of meth-ods that work best will be suggested here.

+.

1

Makinginitialcontact

ar

The interview

Asuming that one, staff member has been desig-.mated to handle' mass media relations for the Ca-reer Educatio4 program, preps relations will-prob-ably operate,most smoothly if this individual isinvolved to Some extent-with any and all contactswith the press. In a large system it may be astaff member assigned to school public relations:In a small, system it may be the superintendent.The person who has the trust and good willtof the''pews media can operate most effectively if his orher routine and policies in deaing'with the media"are allowed to continue and not be 'undercut by in-dependent actions which violate this rdutirie or byspur -of- the - moment or ill-considered statements is-sued by other individuals. In most.districts.thesuperintendent of schools is baqidally responsiblefor public relations, and he or she or whoever hasbeen designated to handle the responsibility shouldusually 1e consulted before news is released or thenews media are called in. 1 t.

If the Career Education coordinator has beengiven' the responsibility for creating a public under-

- standing about'Career Education in the community,he br she may be' ready to make an initial presscontact to explain what is happening and offer.helpin interpreting it to the public. This'contactmight begin with a personal letter to the newspaper

refering W the new program and statingthat the editor wi be contacted by telephone torequest an interview at a convenient time.

Because editors are extremely busy people,operating under the pressure of daily deadlines,it is inadvisable to walk in unannounced and re-quest an interview; HoWever, by callingirf.ad-vnce, you can ask for the most convenient time tomeet with the editor ana/or whatever staff memberhe would like to initolve in .the discussions. youmay wish to invite 'the school superintendent anda board member or the chairman of a citizens' coin-mittee to accompany you. The prestige of theseindividuals' positions may lend importance to thesubject in the eyes of the editor, although he will,probably be most interested.in hearing from whateverpersorr can best explain the program and its impor-tance in concise, simple terms. Your 'letter shouldinclude these'people in the requested interview.

When you Meet the editor at the appointed time,you will need to be prepared to state the, essentials

II-34

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of the proposed Career Education planning or pro-graming activities and relate the, history of whathas happened so far. The presentation should bebrief, however, and end with an offer to give allpossible assistance in providing information aboutthe program. He may at this time tell you whattypes of news his paper would be interested in ob-taining, whom you will workwith and other detailsof suggested operations. As a result, at thispoint you should know what reporter or editor'tocontact, what deadlines must be met and what typesof news stories will be met with the most enthusiasm.

morking; witt Yoiar contacts with editors may well concernweekly papetv neighborhood or small town weekly newspapers as

well as the major dailies. These may be the only..papers which many residents read. In many casesyou can use the same news release for all papers;in other cases you may wish-to write a differentlead, or opening, to give the story a local angle.

VotiOrtaliod of. It is always impOrtant to put'a release daterelease date. on each news release about the schools. As much

as possible the date should be timed so as togive weekly papers the same opportunity to printfresh clews as the dailies, radio or television.

You can easily find*instructions for writingnews and most everyone hasp probably heart} of thefive W's, "who, what,-when, where and why." How-ever, the simplest way to construct a news story'.is,to decide what the major points of informationare and arrange them from the most important tothe least important. The opening paragraph willbe the "lead," which, summarizes the-most importantinformation in one or two sentences. T1-4-succeed-ing paragraph$ will'expand on the facts in descend -,ing order of importance. Paragraphs should be keptshorter than you usually write for informational,repotft:

All material must deal with facts, not-opinions,unless such opinions are given as quotations froma person who is named.

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Some pointstp keepin mind

Contactingthe station

RADICT AND TELEVISION

While many of the suggestiOnS'for working withthe news media apply tb radio and television aswell as to the press, there are other factors tonote because of the specialized needs of the media.

All news releases about your activities shouldbe sent to all radio end television news depart-ments just as they are sent to newspapers. Planyour release date and time so tha.t.all media havean equal opportunity to use the news.

Learn the deadlines of the radio and TV stationsand mail releases early enbugh to m et them.

Give your local station as much ad ante noticeas, possible about events which they ay cover.Their' schedules are planned many days in advance.

Notify the station immediately of any change intime or place.

If conferphces are to be covered,tallow 30 to45 minutes in advance for TV cameras and recordingequipment to be set up.i

When you are ready to begin a public relationsprogram for your Career Education activities, youmay wish to make, your first radio or televisioncontact.by a letter to the station executive.On a follow-up call you can request an appoint-ment for an interview with him or whomever hemight designate._

When you meet with the station personnel, itwould be well to be pZepared to interpret the Ca-reer Education concept in brief terms and to tellthem what you can offer in terms of community in-terest and how they can serve the schools and thepublic. If 'you have a specific objective at thetime of the contact, such as the need to interestcitizens in committee work or interpretation of acommunity survey, it may be easier to obtain apositive commitment.

Pubic Because radio and television stations are/ sereservice licensed to operate "in the public interest, Con-

'announcements venience and necessity," they will always have

57

fOr

small its of time for non-profit communityannoun ements that:serve the public interest.Howeve , they are responsible for distributingthis se vice, and it is one that you can request,but not and. Stations are usually very coopera-tive about using spot announcement p from non-profitsources. You can return the courtesy by sendingthank-you letters which may be used'as evidence oftheir service.

Spotsare brief, forceful. messages aimed atputting across a specific idea. They may be from10 to 60 seconds in length, but usually 20- or30-second spots are preferred. A one-minutespot should not bd longer than 125 words; a 20-second spot, 50 words, and a 10-second spot, 20words. For television, with visuals or scenes,you would use less words. When preparing spots,type each one double or triple spaced on a separ-ate sheet of paper.

An example of a Career Education spot used by an.Upper Michigan CEPD is as follows:'

i THERE'S A NEW TERM IN EDUCATION TODAY--

CAREER EDUCATION. SOME PEOPLE THINK IT'S

ANOTHER TERM FOR VOCATIONAL EDUCATION; AND

EVEN THOUGH A GOOD VOCATIONAL PROGRAM IS

A PART1OF

IT, IT'S MUCH MORE THAN THAT.

IT BEGINS IN ThE EARLY SCHOOL YEARS AND

BRINGS THE WORLD INTO THE CLASSROOM: IT

MAKES' YOUNG PEOPLE AWARE OF THEMSELVES AND

THE CHOICES WHICH THEY WILL HAVE. iv HELPS

THEM TO ,UNDERSTAND WHY THEY'RE IN SCHOOL

AND GIVES THEM A REASON FOR LEARNING.

CAREER EDUCATION--EDUCATION FOR LIVING

AND WORKING IN TOMORROW'S WORLD.

5 is

11-37

News News announcements of community events areannouncements another source of putting Career Education before

radio listeners. A short announcement giving thetime, place and purpose of every public meetingon Career Education could be given to programssuch as "Community Calendar" or whatever suchservices are called. It is advisable to sendsuch items to all radix' stations in your vicinityif you use them for any.

Other types'of programsavailable

It is important for yokto know or find outwhat types of programing are available in yourarea, so that you can plan your awareness programto make the best use of opportunities.

A new subject can often be brought to theattention of many people by arranging for theinterviewing of a staff member or committeechairman on a,popular radio or TV talk show.

After you have arranged for the interview, itwould be helpful to send background inforMationon Career Education.in your district aria factsabout the person to be interviewed. You mayalso be asked to provide some suggested questions.As the person interviewed, it is more importantfor you to talk about what Career Education meansto_an individual, a group or a community than toquote generalities or statistics.

As an example of utilizing such talk shows,the following is a list of programs in which oneCEPD participated in recent months:

Career Education - topic of "Perceptions," weekAycontemporary issues series on National PublicRadio Station WMUK.

Career Education - topic of "The People's Business,"weekly community access series of Channel 35Public Television, Grand Valley State Colleges.

Career Education - topic of "Close-Up," CATV StationKVCC, weekly community access pries.

Vocational and Career Education - topics of "Educa-tion Unlimited," bi-weekly series on Tri-CityCATV.

1r

Career Education - featurc of weekly segment on"Eye on Wyoming," GeneFal Electric CATV.

A

II

5 ;)

ta,

Many radio and TV stations have regular programsof editorial comment. You may be able to,suggest-topics concerning Career Education which'couldform the basis for positive editorials.

Public television stations provide an audienceof informed, opinion-making individuals. Ifpublic television is availalap in your vicinity,it wofild be good to establish contact and makeuse of their programing to - increase awareness andunderstanding of Career Education.

a

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A

a,'"rie 44(314114

11-3960

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&as

4,,P4

4

A

e 4.

CAREER EDUCATION

HANDBOOK FOR IMPLEMENTATION

ORGANIZING FOR CAREER EDUCATION

a

6 1

FOREWORD

This handbook is dqsigned to be anintroduction to a larger collection-ofmaterials on Career Education which areavailable through the Michigan Depart-ment of Education. For districts_uhichhave not yet developed their plans fofCareer Education, as well as for thosethat are already immersed in initialplanning or experimental implementation,this handbook is offered as a "do-it-yourself" suggestion book. It isplanned as a practical guide to findingyour own answers to the needs of yourdistrict--to present some possible waysof going 'bout an undertaking that isimmense in scopee.but as capable ofvariation as the'diversity of Michigandistricts demands.

62

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t7

,

STATE BOARD OF EDUCATION

Marilyn Jean Kelly

Gorton Riethmiller

Edmund Vandette

Annetta Miller

Barbara Dumouchelle

Barbara Roberts

Norman Stockmeyer

Roger Tilley

IIM

63ev

A

ACKNOWLEDGMENTS

Acknowledgment is hereby made ofthe many valuable contributions of those:;,administrators, Career Educators, andlocal community members who have assistedwith their advice and comments in thepreparation of this handbook.

The Kent Intermediate School' Districthas provided coordinating services forthe handbook development.

61

ORGANIZING FOR CAREER EDUCATION

CONTENTS

TUCTION

WHY ORGANIZE

PART I: LOCAL EDUCATION AGENCIES

PART4.

WHERE IS YOUR DISTRICT NOW?

WHERE DO YOU START?..

FIRST STEP IN ORGANIZINGThe superintendent's tasksSeeks board endorsementAppointment of coordinatorOther major tasks

1

1

1

1

44444

WHAT THE SUPERINTENDENT DOES 5

DESIRABLE QUALIFICATIONS FORLEA 'COORDINATOR 6

DUTIES 7)F THE COORDINATOR 6

COORDINATOR'S FIRST TASK 7

THE STEE1ING COMMITTEE 7

Who is included? ,7

Responsibilities of Steering Committee 8

THE CITIZENS' ADVISORY COMMITTEE 9How 4hould it be made up? , 9

I, What does the Advisory Committee do? 10

'SAMPLE LEA ORGANIZATIONS FOR .

CAREER EDUCATION 11

ADDITIONAL COMMUNITY ORGANIZATION 13

NEXT STEPS 13

II: CAREER EDUCATION PLANNING DISTRICTS 14

ORGANIZING THE CEPD 14 ',

Differences in CEPD make-up 14

4f

WHO INITIATES ACTION? 14CEPD Coordinator 14CEPD map 15

THE ROLE OF THE CEPD COORDINATOR 16

QUALIFICATIONS FOR THE CEPD COORDINATOR 17Relatifonship to the CEPD Council 17

ROLES OF THE CEPD COUNCIL 18

WHERE IS YOUR DISTRICT NOW? 19

WHERE DO YOU START? 19

HOW TO ORGANIZE THE COUNCii, 21Contacting the LEA's 21Persons eligible. 21Using, existing groups 21Selecting Council members 22Organizing the Council . 22,First Council meeting 22Subcommitted organization 22

SOME POSSIBLE ORGANIZATIONS 23,

ADDITIONAL COMMUNITY ORGANIZATION 26

NEXT STEPS a 26

,)

ft

ORGANIZING t'OR CAREER EDUCATION

Having Answered the'questions: Are we ready?and Is our district aware of Career Education? youmay now wish to consider.possible steps towardorganizing your district for Career Education.This section will offer suggestions to help youanalyze how ready you district may be or whatfurther steps would bg advisable to develop aware-ness, understanding and receptivity.

Developing a Comprehensive Career EducationPlan in conformance with Public Act 97 is a largetask for arty district. Developing a plan whichwill work and receive the support of staff, stu-dents and community is even more demanding.

If people of the community are to support CareerEducation, they need to know Wet it's about andthey need to be involved in pfanning it.

A good organization will also help in the settingand keeping'of timetables, in the delegation ofresponsibility, the sharing of work, and the bene-fits to be derived from group discussions and thethinking of numbers of people. The following pagesoffer suggestions for possible ways of setting upan organization for developing Career Education.None of these are mandates, but are instead anattempt to provide options Vor LEA's, ISD's andCEPD's as thecontemplats their organization forCareer Education.

-c

PART I - LOCAL EDUCATION AGENCIES

uggestions for organizing procedures mustnec sarily vary from one district to anotherdepen ington the present status or awareness ofCareer duration in the district. Assuming thatthe que ion in the paragraph headings is addressedto the su erintendent of schools, the reply mightfall somewhere in the folloOing continuum betweentotal lack of knowledge of Career Education andcomplete understanding and acceptance.

ti

WHERE IS YOUR DISTRICTNOW? WHERE DO YOU START?.

NO KNOWLEDGE

3

I

II

I

1

II

I

I

I

I

I

II

Administrators aware ofPu4lic Act 97 require-.menus, but, little know-.ledge among staff aboutwhat "Career Education"means in Michigan

Some knowledge of CareerEducation. philosophy, butundecided as to support.

(

68

Go to etsgurce people--regional dbordinato4s,State Depart ent of Ed-ucation or U iversityConsortium c nsultants,etc. for assistance.Bring them to board ofedu ?ation for instruc-tional Meetings.

Send,for materials tostudy (see Sec. VII).

Hold in-- service workshois,on basic CareertBducationunderstanding (sampleagenda. in Section II).

Read SectionII on Crea-ting Awareness and Recep-tivity.

Secure board approval toorganize for Career.Edu-cation planning.

Begin organization.

Discuss Career Educationplanning needs with boardof education.

Hold ,inservice woxkshopto review Carper Educa-tion information.'

Identify experienced andinterested staff membersand staff opinion ;eadeYs.

Collect resource materials.

Set up organization forplanning, making use ofinterested staff.

WHERE IS YOUR DIqTRICTNOW?

WHERE 'DO YOU START ?

O

.114

COMPLETEUNDERSTANDINGAND;-ACCEPTANCE

../

Awarelof Career Educationd ready to exploreher and write pAan.

Strongly supportive, withsome previou's ,experience,at Least with occupationalaspects.

E perienced in nearly ,all-phases of Career Educit,ionimplementation and alreadyorganized for planning.

6

(obtain- board support fororganization and planning.

Collect resource materials.

Begin organization.

Hold workshop to reviewand evaluate previous ex-,perience and to e lainnew concepts of Ca eerDevelopment as'the differfrom occupational i formateLion only. '

tbo.

Begin organization.

Review "and evaluate pres-ent program and organiza-tion.

With participation ofpresent organization mem-bers', make any changea oradditions necessary toexpedite writing of comprehensfve,plin.

fr

a

FIRSTSTEPINORGANIZING

The superinten-dent's tasks

11.

Seeks boardendorsement.

Appointment ofcoordinator

liflOrly411004

st3

Other majortasks

0

As the, administrator responsible through theboard of education to the people of the district,the superintendent would be the official instiga-tor of any organization to plan or implement Career,Education. He will seek board endorsement for the'undertaking, supplying whatever background informa-tion is necessary for their full understanding andapproval. The superintendent's efforts would besupported by the Career Education Planning Distri6tcoordinator, who would be-coordinating many organiz-ing and planning activities related to Career Edu-cation within the CEPD.

Unless;.-he or' she intends to assume dirept super-,vision ofi-Zareer Education planning,the superinten-

2,04dent will4prob4bly appoint or employ a staff memberto act as coordinator for Career Education. Thecoordinator might .function best: in *a staff rela-,tionship to other administrators, Since he or shewould be dealing with all schoolprograms.andwould not be identified with a single existingdepartment. In this' case, he .or she would reportdirectly to the superintendent, but would not haveline responsibility for other than his or her ownoffice staff, if any. Further qualifications willbe listed in .a following section.

Other desirable activities on the part o'f'thesuperintendent would be to:

Obtain a commitment forthe t e of the coordi-nator and other professional staff to' be. ex-pended on Career Education pl nning.

Establish a line item in the annual budget forCareer Education expenses.

Assist with and forward requests for CareerEducation funds to'sourceS outside the district.

Assist cgprdinator approaching-staff membersand community leaders to serve on committees.

Monitor the progress of the program.'

Encourage staff support.

Keep board informed

nitiate or approv public relitions activities.

II70

WHAT THE SUPERINTENDENT DOES

With Career Education','Coordinator

Appoints Career"Educationcoord" ator.

B dgets for Career Educatign.

Looks for outside fundinghelp.

HelF4contact staff and c01-munity people for committees.

Approves proposed committeeorganization.

(Initiates or approv6spublic relations activities'

With theBoard of Education

Informs board about PublicAct 97 and its significancefor the school district.

Obtains endorsement fororganizing activities

rnvites member participation.

Obtains commitment for stafftime on'Career Educationplanning.

Attends initial meeting ofcommittees.,

Monitors progress of plan-ning program.

Encourages staff supportKeeps bOard informed.

I-1

DESIRABLEQUALIFICATIONSFORL.E.A.

.

COORDINATOR

DVT1ESOPTHECOORDINATOR

Whether the Career Education Coordinator is ap-pointed to a full-time Career Education position orassigned to Career Education in addition to otherduti:es, he or she should be a person who has therespect of the staff. A background of course workin'Currictaum coordination, Career Development andCareer Preparation would be m@Ty_desirable,.as wellas leadership experience in in-Tieevice education.Since the development of a Career Education programbrings a,new approach to the school curriculum, aneffective coordinator might need such characteris-tics as inventiveness, imagination, flexibility,tact, perseverance, patience, fortitude.and integ-rity. Any traits which.would promote good relationswith others would tend to improve the chances lor asuccessful program.

The responsibilities of the Career Educationcoordinator would be many and varied, but some ofthe major duties, in addition to any former respon-sibilities, might include the following:

a$ Providing leadership for implementing CareerEducation-by working with teachers and counsel-ors to establish understanding and support.

b) Organizing in-service workshops on CareerEducation.

c) Collecting and distributing resource materials.

d) Organizing and chairing a Steering Committee.

e) Developing good communications with the community.4,j

k ,

f) Identifying and procuring access to .community re-. sources.

g) Organizing, guiding and encouraging an advisorycommittee, providing all supportive services.

h) Overseeing the operation and details of anyprojects such as a goals setting process thatmay be undertaken.

i) Providing current progress reports to the board'll'of education, either through the super,intendent,or advisory committee chairman, or personally,if-delegated this responsibility.

72

111-6

j) Preparing Career Education budget to recom-mend to superigendent.

k) Evaluating and updating programs.

1) Final development and submission of the CareerEducation Plan.

When a Career Education coordinator or anotheradministrator with similar duties has been appointed,he or she will need to assess the status of CareerEducation knowledge and support throughout theschool system and make plans accordingly. The .

awareness projects that might have been requiredmay have been started before he or she assumesresponsibility. In this case, administrators ands,staff members should have ,at least some understand-ing of what Career Education is and why it is im-portant. If not, his or her'first task may be theorganizing of meetings or workshops to increaseunderstanding of the new program.

This task ill be easier if the coordinator hasthe support o an official committee. As soon asinterested t chers, counselors and principaltt :panbe identified, it is recommended that a SteeringCommittee be organized.

The organization of a Career Education SteeringCommittee will be an initiation of action and asymbol of status for the program. Active, inter- Vested members can bring the thinking of all seg-ments of the school system, report to their peerson progress and problems, and demonstrate supportby implementing Career Education in their.schoolsor classrooms.

Local conditions may determine whether the com-mittee should, be organized by appointment, byseeking volunteers, or by some other method. Thecoordinator and supesintendent should be aware ofwhich staff members have the greatest-Vxperience,training and/or interest in Career Education andshould attempt to include them on the committee.

Some Steering Committees are composed entirelyof professional staff, and others sometimes includeboard members, students and parents. The lattermake-up may be used in some cases because the pro-gram is just getting started and has not involveda citizens' advisbry group. Participation of boardmembers in the early stages can provide valuablesupport.

i e3

X11-7

Some educators suggest including abroad repre- .

sentation of all grade levels, including teachers,counselors, administrators, and if possible, supportpersons such as an audio-visual specialist. Inlarger systems it may be useful to organize sub- .

committees for the elementary, middle school andhigh school levels; As stated earlier, the CareerEducation coordinator would probably serve as chair-man, prepare agendas and distribute minutes..

Responsibi- In most cases, the chief responsibility of thelities of Steering Committee is to work with the Career Edu-Steering cation coordinator in developing a Career EducationCommittee Plan for the district, implementing the plan and

evaluating the program.

'4

Its initial responsibilities might, include someof the following:

1. Become informed about the meaning. of CareerEducation in Michigan and the implications ofPublic Act 97.

2. Study various way:3,a initiating action todevelop a Career Education plan. I

3. Inform Citizens' Advisory Committee aboutvarious alternatives and make'rdVommendationas to choice. Provide supporting data formethod recommended. 4

4. Study comments and recommenda one of Citizens'Advisory Committee and recommend decisions tocoordinator.

5. Inform staff.pprsonnel concerning Career Edu-cation planning activities.

6. Support and assist Career Education coordinatorin providing in-service for staff.

7. Work thkough subcommittees and with AdvisoryCommittee volunteers to carrf out initialphases.

111-8

74

ROW sillould itbe made up?

To assure the support and input of communityleaders, parents and the interested public, isusually important to organize a Citizens' AdvisoryCommittee for Career Education. Following are somesuggested criteria for recruiting and using such Acommittee.

The committee should:

1. Be drawn from all segments of the community.,

2.. Consist at .the start only of interested people.

3. Have a broad distribution of age.

4. Include knowledgeable people, experienced inCareer Education.

5. ,Be small enough to make decisions: large enoughto divide into sub-groups.

6. Have a member of the Committee elected asadvisory group leader.

7. Keep the board of education informed at outset.

8. Keep broad representation of levels in-all sub-- groups.

9. Make use of existing groups when possible.

Care should probably be taken to see that schoolstaff representation doesn't outnumber communitymembership, since that might tend to inhibit activeparticipation by the Ren-professionals. At thesame time, including staff members who are partof the Steering Committee will facilitate communi-cations between the advisory vouplCitizens'Advisory Committee) and the action group (SteeringCommittee). The Career EducatiAn.coordinator, ofcourse, should attend both meetings.

It is sometimes a good po]Jicy to use repre-sentatives from existing grodps for the AdvisoryCommittee wherever practicable. 'Such groups mightinclude vocational or individual program advisorygroups, PTA's, citizens' advisory committees andvarious vervice groups or community organizations.

What does Some suggested tasks for the Citizens' Advisorythe Advisory 4..tommittee are the following:Committee do?

1. Decide when to meet, where and how often.

r

2. Become aware of what Career Education is.

3. Define participants' roles and responsibilities.

4..Examine resource materials and make recommenda-tions.

5. Identify community resources for Career Educa-tion and help make them accessible.

6. Promote Career Education workshops in accordancewith teachers' and students' needs.

7. Recommend evaluation considerations to measurehow much Career Education has been implementedand how well peeds'are being met.

8. Recommend continuing program in terms of generalgoals.

9. Serve on volunteer subcommittees to carry outneeded projects such as a goals setting process.

10. Suggest and help recruit additional members forsubcommittees or task forces.

11. Report opinions and recommendations to SteeringCommittee.

A useful manual on advisory committees is AGuide for the Effective Utilization of AdvisoryCommittees, designed for Vocational Education com-mittees and prepared for the Vocational and Techni-cal Education Service of the Michigan Department ofEducation.

On the following pages are two sample organiza-tions for LEA's showing the possible relationshipsof the coordifia.t , Steering Committee and AdvisoryCommittees. These amples were drawn from actualsituations, one from a small district and anotherfrom a large district. They are provided only as -

options for LEA consideration.

76

el

.,

SAMPLE L.E.A. ORGANIZATION FOR CAREER EDUCATION

ADMINISTRATIVEPERSONNEL

BOARD OF EDUCATION

SUPERIgTENDENT

CAREER EDUCATION COORDINATOR

STEERING COMMITTEE

Elem. teacherMid. Sch. teacherH.S. teacherVoc. Ed. teacher.CounselorElem. principalMid. Sch. principalH.S. principalConlin. Ed. Dir.Elem. Curr. Coord.Sec. Curr. Coord.

1

.

CITIZENS' ADVISORY COMMITTEE

Representation from:

ParentsBusinessLaborThe artsNews mediaBoard of EducationCommunity SchoolsProfessionsGovernment & Community agenciesThe ClergyStudentsTcachepp,(from Steering Com.)Administrators (Steering Com.)

PROFESSIONAL PERSONNEL

77.

SAMPLE L.E.A. ORGANIZATION FOR CAREER EDUCATION

ADMINISTRATIVEPERSONNEL

SYSTEM-WIDECURRICULUM COMMITTEE

BOARD OF EDUCATION

SUPERINTENDENT

CAREER EDUCATIONCOORDINATOR

STEERING COMMITTEE

6 Building representatives*1 Administrator1 Curric. Com. Rep.1 Student - at large1 Vocational Ed. teacher

Enlarge as needed

CAREER EDUCATION ADVISORYGROUP

Representation from:

ParentsBusinessLaborThe artsNews mediaBoard of EducationCommunity schoolsPr ebsionsGo rnment & Community agenciesThe ClergyStudentsTe.achers (from Steering Com.)Administrators (Steering Com.)

1

CAREER EDUCATION BUILDING COMMITTEES

Elem. Elem. Elem. Elem. Jr. High Sr. High 1

ADDITIONAL The organization of a Career Education ActionCOMMUNITY Council is proposed by the Michigan State ChamberORGANIZATION of Commerce in its brochure Partnership in Career

Education.. Its proposed council would have a full-time executive director and would include repre-sentation from business, industry, labor, govern-

,merit, public and education. It would operate aClearinghouse of Community Resources and organizeits activities into three categories: Instruction,

-Counseling and Management Services.

NEXT STEPS: As an organizational pattern for both the LEAand the CEPD is identifipd or as one is emerging,more extensive awareness activities can be plannedand implemented. As the level of awarenessAand,organization rises, a planning effort can bede-veloped. Section IV of this Handbook is intendedto assist in the planning process.

o

(

lr

- ,A.; ji

0

79

l°

ORGANIZINGTHECEPD

Differences inCEPD make-up

WHO

.P1T4/1

CEPDCoordinator

PART II - CAREER EDUCATIr:PLANNING DISTRICTS

Y

Career Education Planning Districts (CEPR's)may vary in readiness as much as individual dis-

4 tricts, and the same approximations of awarenessand receptivity that were used to describe theLEA's might apply. CEPD's also differ inptheirrelationship to Intermediate School Districts, be-ing comprised of the same or nearly the.same areasin some cases and including two or more ISW.s orcrossing district lives in ,others. (See map onnext page.) Some CEPD's have a staff of several

.

persons assigned to Career Education. Others haveonly one. The following pages offer suggestionsfOr possible ways of organizing a CEPD for Career

iEducation. None of these are mandated; thy are,instead, intended to point out some option to con-sider as CEPD's are organized or reorganized.

....t.

In the Career Education Plannin§ District/theperson chiefly responsible for organi4ng is theCareer,Education coordinator. In most districts, .

he or ghe has been the coordinator for VocationalEducation and will be reorganizing the planningdistrict council to serve in an advisory capacityfor Career Education.

It is most likely that a transition period willensue in order to,avoid placing unusual demands,on individuals and institutions. As personnelchoices and other resources decisions arecontem-plated, decision-makers may wish to consider atransition plan.

.In some cases the organization will be a singlecouncil supported by a single Career Education Co-ordinator who will assume responsibility for allfunctions. This is not recommended, however.The job of promotiriglassisting and coordinatingCareer Education programing,, including the formerVocational Education functions, has become solarge, it is more than a single individual couldbe expected to handle effectively. Therefore, itmay be necessary to organize subcommittees of the

80

CAREER EDUCATION PLANNING DISTRICTS

-os,

tr

eV

'1

4

O

THEROLE

, OrTN15CEPDCOORDINATOR

council and to appoint additional stairpersonnel.A suggested plan for such an organization will begiven later.

The Career Education coordinator assigned toeach CEPD will coordinate Career Education planningand programiag. This may include a responsibility-for all educational areas if/there ia no othar,person already assigned to it. :The coordinatormay have staff to employ, an office to setup,correspondence' to, write, meetings to attend, apdcontacts with universities in the Career Educa-tion Consortium, with the State Department of Edu-cation, and above all, with school districts withinthe CEPD. Essentially, he or she must play achange agent's role.

Experienced coordinators have suggested the fol-lowing as some of the important Career Educationresponsibilitiesj.n this administrator's role:

ESSENTXAL DESIRABLE

To promote: Awareness of Career Educa-. tionUnderstanding, of Career

Educationi,conceptsImplementation of Career

Education-Planned changeProcesses for planningLEA level planningCEPD/ISD level planning

. To assist witht Interpretation and useof Guidelines

Developmenttof LEA andISD plane

Staff development plansCoordination of staffdevelopment plansbetween districtsPS

8 2

11/-16

Reporting of activitiesBusiness, commercial,

labor participationCommunication between

achbois and communityCurriculum development

structure for CareerEducation.

Proven practices inimplementation

Organizational frame-work

Pispemination of re-. source materialsImplementation of staffdevelopment plans

Identification of com-,plementary Career Ed-ucation oprograms,awareness programsand other programsoutside of schools

Cooperation' betweenschools, businessand labor

Evaluation strategies

o codrdinatet

PDPDPDIXITOR

r`

.

ss

ISD Career Edbcationplant

Cqllecting, reviewingand approving of LEAplans

Ine-service efforts be-tween distrkcts

Communications between ,

State level and LEA

1

Career information sys-tems-and manpowerinformation

'Curriculum 'developmentefforts

OTHER POSSIBLE RESPONSIBILITIiS:.

To promote knowledge of materials and use ofresource people, and to assist with identifying'people resources.

Since the duties.as outlined for the-CEPD coor-dinator are chiefly promotion, assistance'and co-ordination, one of the most,important traits forthe coordinator is interPersonal skills. He orshe must be skillful not only.in working with,avariety of school districts and professional per-sonnel--districts which may have competitive re-lationships among themselves--but also in relatingwell to members of the community and re§resentativesof brofessional, labor, business, religious, agri-.culturaltand social groups.

o

The coordinatorAshould have a thorough know-'ledge of schools and either have or be in the pro-cess of acquiring i firm grasp of Career Educa-tion. 'Valuablh_qu4lifications would ;be experiencewith in-service education and familiarity with com-TnityliArticipation activities,.

Since the diversified duties of the Position-° may become more than a single administrator can

efficiently handle, when more staff is needed theCEPD coordinator may be able to look to the CEPDfiscal agency (Intermediate School Districts, coin-muniity cdlle4es) for assistance with'personnel.In this way, more spedialized staff may'becOmeopractical to aid in the diverse task of CareerEducation'. -.

.

litianibip The hief organizational resPoilsibility for,0 tbs. the CEP coordinator -is setting.up the Career Ed-PD Council uCation wining District Council, which will

serve as h's or her advisory body. Organization

;

/ -.

Iix;17

P

3

I

and general .make-up of this council is prescribediniPutaic Act 97, and in most cases 'the CEPD co-ordinator will be responsible for following throughand instigating action. The grdup that is set upwill haVe the responsibility to develop annually acomprehensive,' cohesive, and well-coordinatedCareer Education Plan, utilizing the Guidelinesrecommended by the State Board of Education. .

ROLES 1.

OFTHECEPDCOUNCIL 2.

-4

3.

4.

S.%

'To. serve as a forum for the educational agen-.cies located in the CEPD on matters relatingto Career Education.

To'serve as a catalyst in bringing about Co-operation among all agenkes concerned withCareer Education.

To become and remain familiar with the CareerEducation needs and programs in the CEPD..

To encourage the implementation of needed Ca-reer Development and Carer Preparation (in-cluding_ academic, mocational and other areas)activities..

JfTo receive, review and recommend action onCareer Education prograMs, mojects and acti-

. vitiep being proposed in the CEPD.

6.-To assist in seeking needed local, state andnational actio to ure high quality Career'Education in th PD.

7. To assist educational agencies in public in-.formation programs relating to Career Education.

. To assist the CEPD by creating special commit-tees as needed for the development of highquality, comprebefisive Career Education

a

8 a

WHEREISYOURDISTRICTNOW?

To determine the readiness of your district forrganization, it might be helpful to analyze where

i falls in the following continuum and study'thesuggestions for action.

WHERE IS YOUR DISTRICTNOW? .

WHERE DO YOU START?

NO KNOVLEDGE

I

t

Locil and ntermediateSsliota Dis riot /Commu-nity Coll ge adm' is-trators ware o 97,but little knowamong staffs about what"Career Education"means in Michigan

7

Some knowledge ofCSreer Education phi-losophy, but undecidedas to support.

8

Go to resource people- -S.D.E. or UniversityConsortium consultants,for assistance. Bringthem to Superintendents'Association meetings fororientation.

Send for materials tostudy (see Sec. VII).

Hold in-service workshopon basic Career Educationunderstanding (sampleagenda in Section II).

Read Section II on Crea-.ting Awareness and Recep-tivity.

Begin organizationCEPD Council and =sistlocal distri = n organ-ization process.

Discuss Career E bcation.planning needs with otherIntermediate District ad-

oministrators and local fb4

superintendents or theirdesignated contact person.

Collect resource materials.

Begin organization.

WHERE IS YOUR DISTRICTNOW? WHERE 00 YOU/START?

COMPLETEUNDERSTANDING.ANDACCEPTANCE

Aware of Career iddca-' .

tion; ready to explorefurther and.write plan.

Strongly supportive, withsome previous experience,at least with career oroccupational aspects.

Experienced in nearly 4.phases of Career Educa.Ation implementation aj4already organized wits -

Council.

tie

III-20

Collect resource materials.

Begin organizing. rocess.

Hold workshop for LEArepresentatives to re-view and evaluate previousexperience and to explainnew concepts of Career De-velopment as they differfrom occupationa informa-tion only.

0Begn Organizing, DCouncil and assist L

Review and evaluate pres-eAt program and organiza-tion with Council

rgani,ze Councils bcommittees

D ire committee respon-sibilities and possibleactivities.

4of

Contactinglino Lik's

Fortson4ligible

'No matter what the state of readiness of yoUr.-....aa.m41er Education Planning District, the organiza-

tio9 process is basically prescribed in Public Act97 andYthe Guidelines for Career Education Program-ming. Members, not to exceed 20, shall be nomina-ted bythe local education agencies within theCEPD and selected by the, board of the intermediateschool district of which they ,are constituent.

As the CEPD serves as the organizati unitbetween the State and. local level unit the CEPDcoordinator will usually take the initia ive in

-- contacting all LEA's within the CEPD, requestingrecommendations for representatives to the CEPDCouncil. The coordinator would probably inform orremind superintendents of the various categoriesof groups from which representatives.may be namedand request that the designation of group be in-cluded with the name of the nominee. A time dead- .line would probably be set for return of the nom-inations. ..

Groups fecommended for inclusion by Public Act97 include the following, and no more than half ofthe members may represent the education profession.

Loca4boards of educhtIonIntermediate district boardsLEA. (local and district) adminicitratorsThe artsBusiness or industry

1

abor organization or manpower agency_arentseaohers

CounselorsStudents

Using Some CEPD's have established a policy of uti-limisting lizing existing groups as much as possible for

. group! council representation rather than forming an en-tirely new organization with people inexperiencedin education matters. Vocational advisory groups,

..L..4,j1 for example, are one source of knowledgeable rep-. resentatives for the new council. Others might be

members of citizens' advisory committees from vari-ous districts, individual program advisory groups,or t1e Superintendents' Association.

A.useful manual on advisory committees is AGuide. for the Effective Utilization of AdvisoryCommittees, designed for Vocational Education

6

87

p

comMittees and prepared for the Vocational and Tech-nical Education Service of the Michigan Departmentof Education.

Selecting. If some districts have not responded by a date*Council members shortly before the deadline that was eatablished

for receiving nominations from'the LEA, it wouldbe helpful to contact the superintendent to deter-.mine whether any problems might exist in makingnominations in time. As soon as nominations arereceived, the names might be organized and studiedin relationship to their categories of group rep-resentation:. Recommendations would probably beneeded for the Intermediate boards concerning alist of 20 or less names which would meet all cri-teria, including broad geographical representationof suggested groups outside of the education pro-fession, and at least 50 per cent of the membersfrom the latter group.

Organizing As soon as council membership has been approvedthe Council by, the Intermediate board or boards, all members

selected and administrators of each dtstrict mightbe notified by a letter of Congratulations andthanks for participation, including a list of thetotal membership, showing groups represented. Adate for an organizational meeting might be givenat this time.

First council Before the council's first meeting it wouldmeeting aobably be helpful to send members a few brief-

resource materials, such as Public Act 97, theCareer Education Concept Paper or others whichhave been found to be helpful. At the get-acquaint-ed and. organizational meeting members could beintroduced to ISD administrators and interestedboard members and a portion of the time might wellbe devoted to discussions, films,'etc. which couldincrease the participants' awareness and under-standing of the full meaning of Career Education.At this time regular meeting dates would probablybe set up for*the current year. In some CEPD'sthe councils might wish to elect officers to con-duct meetings and work with the coordinator onexecUtii matters.

Subcommittee In some of the larger CEPD's further organi-organization zation has been planned or implemented to delegate

4 responsibilities in helpingLEA's develop plans.For example, one CEPD, which wasiorganized accord-ing to the pattern described under HOW TO ORGANIZE

3.

. r

SOMEPOSSIBLEORGANIZATIONS

THE COUNCIL, has been divided into subcommitteesas follows:

Standing committees:

Career Developmentvocational EducationOthers as needed

Ad hoc committees:

PlacementOthers as needed

Ad hoc committees, which were established be-cause of urgent need, may become standing commit-tees as conditions change. As the Career Educationprogram develops, Spetial Education and GeneralJEducation standing committees may be added to thesubcommittee st ucture.

Every CEPD Co4ncil member serves on one oranother of the subcommittees, and subcommitteesmay be expanded to include such members from out-side the Council. as,for 'example, representativesof the Women's ResourCe Center, the ay ScoutExplorers orthe YWCAi In some cases, existingorganizations have been designated to serve as asubcommittee of the council.

The council, however, retains the responsi-bility to act on all recommendations coming fromsubcommittees before these recommendations arepassed along to LEA's, ISD's or the State Depart-ment of Education.

The fbijowing pages present some possible or-ganizations for the council: one without and onewith a subcommittee structures As stated earlier,however, the simple CEPD Council with a single'CEPD coordinator is not recommendpd as the bestpattern of,organization, although it might benecessarin some cases as a beginning. Withthe increasing complexity of the CEPD coordina-tor's duties'as awareness activities, goal settingprocesses, planning and implementation get undeiway in all local districts, it may become evidentthat additional staff specialists will be neededto work withthe.coordinator and that subcommitteeswill need to be organized within the council.

- for additional information on CEPD vocationalEducation duties and responsibilities, see theVocational Education Administrative Guide.

III-23

8 9

SAMPLE C.E.P.D. ORGANIZATION FOR CAREER EDUCATION

[CAREER EDUCATION ADVISORY COMMISSION

INTERMEDIATESCHOOL

DISTRICTS

CE PDCOORDINATOR

I

LEA'S

M.

4

C.E. P.D.

LEA board member (city)LEA board member (rural)ISD board memberISD administratorLEA administratorLarge industry Rep.Small business Rep.Labor organization Exec.Community College Rep.

COUNCIL

Library or arts Rep./P4rent (suburban)Parent (city)High school teacherElementary teacherMiddle school counselorVocational Ed. teacherHigh school student (male)High school student (Fem.)

K-12.

a

aso

-r

K-12

r

K-12

Coordina Or

Steering Committee

Advisor 'Committee

90

III-24

A

0

SAMPLE C.E.P.D. ORGANIZATION FOR CAREER EDUCATION

INTERMEDIATESCHOOL

DISTRICTS

CEPDCOORDINATOR

CAREER EDUCATION ADVISORY COMMISSION

AMP

C.E.P.D

LEA board member (city)LEA board member (rural)ISD board memberISD administratorLEA administratorLarge industry Rep.Small business Rep.Labor organization Exec.Community College Rep.

. COUNCIL

Library or arts Rep.,Parent (suburban)Parent (city)High school teacherElementary teacherMiddle school counselor-Vocational Ed. teacherHigh school student (male),High school student (Fem.),

CONTENTSPECIALISTS

K -l2

lb.

r

, I

- SUBCOMMITTEES

r

Coordina

Steering

Advisory

91

III-25

or

Committee

Committee

1

ADDITIONAL The organization of a Career Education.ActionCOMMUNITY Council is proposed by the Michigan State ChamberORGANIZATION of CommerCe in its brochure Partnership in Career

Education. Its proposed council would have a full-time executive director and would include repre-sentation from business, industry, labor, govern-ment, public and education. it would operate aClearinghouse of Community Resources and organizeits activities into three categories: Instruction,counseling and Management Services.

NEXT STEPS: As an organizational pattern for both the LEAand the CEPD is identified or as one is emerging,more extensive awareness activities can be plannedand implemented. As the level of awareness andorganization rises, a planning effort can be de- .

veloped. Section IV of this Handbook is intendedto assist in the planning process.

A

I1 IL26,

`s.

/.

CAREER EDUCATION .

HANDBOOK FOR IMPLEMENTATION

. GENERATING A PLAN

..

FOREWORD

This handbook is designed to be anintroduction to a larger collection ofmaterials on Career Education which areavailable through the Michigan Depart-ment of Education. For districts whichhave not yet developed their plans forCareer Education, as well as for thosethat are already immersed in initialPlanning or experimental implementation.this handbook is offered as a "do-it-yourself" suggestion book. It isplanned as a practical guide to findingyour own answers to the needs of yourdistrict--to present some possible waysaf going about an undertaking that isimmense in scope, but as capable ofvariation as the diversity of Michigan

. distiicts demands.

q.

934.

dA,

STATE BOARD OF EDUCATIOW

Marilyn Jean Kelly

Gorton Riethmiller

Edmund Vandette

Annetta Miller

Barbara Dumouchelle

Barbara Roberts

Norman Otto Stockmeyer

Roger Tilles

br4

7.1_,,_.04.1 ;7' j, St. !. -

CONTENTSPage

PART I - PLANNING GUIDELINES 1

INTRODUCTIONGuidelinesHandbook for ImplementationSystematic planningWhere_are you now?

LEA PLANNING GUIDELINESCEPD PLANNING GUIDELINESINTERMEDIATESCHOOL DISTRICTS -

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4PLANNING CALENDAR 5

PART II - LEA PLANNING FORMS ANDSOME SUGGESTIONS FOR ,ACTIVITIES 7

INTRODUCTION 7

The LEA plan ' 7

LEA.pLANNING FORMS 7

Identifyiqg information, cer-ttfication 7

Objectives, :. 7

Activitie& 8

Summaries of estimated costs 8Organization

,

, 8

\Submitting procedures 8

-SUGGESTED OBJECTIVES FOR LEA PLANS 9

Goal setting 4 9Performance objectives \ 10,Initial implementation. .t.11

A "Comprehensive Plan" 12

A SAMPLE LEA PLAN, 13

PART III - CEPD PLANNING FORMS ANDSOME SUGGESTED ACTIVITIES 29

INTRODUCTIONThe CEPD PlanCEPD pl4nnineformsIdentifying informationSummary of local plansCEPD objectivesCEPD activitiesSummary of estimated-costsOrganiZationCouncil membersSubmitting procedures

A SAMPLE CEPD PLAN

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ACKNOWLEDGMENTS

AcknoWledgment is hereby made ofthe, many valuable contributions of thoseadministrators, Career Eduoators,andlocal community- members who have assistedwith their advice and comments in thepreparation of this handbook.

The KenprIntermediate School Districthas provided coordinating services for .

the handpook demflopment:

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a

INTRODUCTI-N

Guidelines

Handbook forImplementatieL

Creatingawareness

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GENERATING A PLAN'

PART I --PLANNING GUIDELINES

She *77th Session of thp Michigan Legin.laturepaSsed Aet 97 55f the Public Act.s of 1974, whichrequires the StatO Board of Eduation to create 4Career Education Advisory-Commission. Itefurtherrequires that the State Board ofEducation developgoals and guidelines for.Career Education and that'local education agencies plan career Educationprograms.

In response to theoLegislture's charge, theState Board has developed-"Gu'idilines for CareerEducation Programming." These gbidelipes, whichare an extension of the Act itself, present generalexplanations and suggestions that can expedite thetransitAn from statutory prevision to actual oper-ation of Career Education. The emphasize theroles of organizations and individuals in imple-menting Career Education and outline theeneentialand desirable elements of'Career Education.

Recognizing the need for additional directionand assistance, the Department of Education and theCareer Education Advisory Commission, in con)yne-tion with local and intermediate districts, univer-sities and community representatives, 4s developedthis Handbook for Implementation. Its euggestienNare based upon the advice of individuals who havebeen involved with Career Education and the exper-iences of Career Education experimental school :a

Earlier parts of this Handbook address the fun-damental tasks of creating,an initial awarenowt ofCareer Education where none exists and bui1ding,receptivity where initial awareness has becomeappayent. Suggestions found to be successful, An.welt as others thought to be useful, have 'beenexamined and presented in the Awarehess Section ofthe book.

/1.

Organizing

Systematicplanning

Where areyou now?

As initial awareness of CareertEducation by afew key persons grows, an organiOtion must emergerr continued growth of awarenessfand eventual tran-sition to implementation is to occur. Suggestionsto aid in the evolution of a Career Educationorganizati9n were also developed and presented inan earlier section of thisHandbook.

The organiiation which evolves must be builtupon a sound foundation of awareness and under-standing, if successful planning.4or Caree Educa-tion is to take place and be continued. As effortsto create awareness and initiate an orgahizationbegin to succeed, the fo'cus of the effort mustexpand to include careful and systematic planning.

The suggestions and forms presented in thesefollowing pages are based.upon the assumption thata systematic approacb to planning and implementingCareer Education is absolutely'essentfal if viableprograms are to result. The materials presentedin this section can be thought of as aids to LEA'sand CEPD's in planning ways to answer the followingquestions:

1)*Where do we want to go?2) How shall we get theke?3) How will we determine if we have arrived?

Both the activtttes and the results of activi-ties planned by LEA's and CEPD'sin response tothee questions will differ among districts. Thepurpose of the suggestions provided' on the follow-ing pages is to provide a basis from which LEA andCEPD plans may' be built, withi variety and diVtr.Jgence being encouraged whenever planners decide itis desirable.

Throughout this Handbook for Implementation, the -.question "Where are you now?" has been aske1. Theextent to which a district has been involved inCareer Education remains a primary consideration asa plan is prepared. The district j st beginning a'Caroer.Education effort will like feel the need'to identify objectives and plan ac. ',ities for the .

purpose of creating awareness and understanding.Dis'tricts that are more experienced may find thatawareness and understanding already exist on awidespread basis. They may find that the objec-"/'"tives as identified below, are unchallenging or:

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LEAPLANNINt3GUIDELINES

,CEPD- PLANNING

GUIPELINE:i

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even already attained. Forthis reason, a thor-ough understanding of the status of Career Educe.-tion efforts within the district is'an importantprequisite to the planning process.

In "Guidelines for dareer Educatio -Programming,"theState Board of education identified the generalplanning guidelines for LEA's. They are:,

a. Creating an awareness, understanding and recep-tivity for Career Education among the educa-tional system and the community.

.

b. Organizing the educational system and the com-munity for the effective planning and imple-mentation of Career Education, and

c. deherating, by September 1, 1975, an initialCareer Education plan for the 1.975 -76 school

\ year% This initial 111:n should include, at ami.pmum,,plans to: (

(1) establish goals for Carer Education in the.locality, a

(2) prioritize those goals if necessary,

(3) initiate action or imprbve efforts toreach high priority ggals, and

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..../e(4) generate, annually by"Jiine 30, a comprehen-sive Career Edumat ion plan for each sdbse-quent school year. (First comprehensiveplan due June 30, 1976.)

In "Guidelines for Career Education Program-ming," the State Board of Education identifiedTthdgeneral planning guidelines for CPD's. They are

.With the cooperation of intermediate yhool dis-.

trice or 6ommunity,college staffs, CEPD' arecharged with the immediate task.cfaiding local edu-cational agencies to neat thp-ir responsibilities to:

a. Create an awareness, understanding, andrecep-'tiyityto Career Education among members of theeducational system and community.

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Ib. Organize the educational'dystem and com munity

for the effective planning and implemeiationof Career Education,- and

c. Generate, by September 1, 1975, an initialCareer Education plan for the 197576 schoolyear. This initial plan must include, at theminimum, plans to:

4 .(44 establish goals or Career 'Education in

the locality,

,(2) prioritize those goals, if necesiary,

(3) initiate action,orimprove efforts toreach high priority goals; and

(4) generate, annually, a comprehensive CareerEducation plan for each subsequent school_,year.

/ To implement these guidelines, CEPD''5 are beingrequested to develop annual CEPD plans based uponthe objectives and activities identified in eirconstituent LEA plans. -As a result, CEPD's s uldreceive LEA plant by September 1, 1975, and devel-°pia CEpD plan based upon them by November 1, 1975.'LEA's are being adked to submit their second Ca-reer Education plan by June 30, 1976, so thatCEPD's will be able, in the futurk_to submit tholeplans which reflect LEA plan contents by September1, 1976.

bINTERMEDIATE Because of the divers.ity of the CEPD/Ih ola-SCHOOL tionships that exist within the state, no singleDISTRICTS specific suggestion would prov6 useful in very

many instances. Intermediate school districts, in-stead, should explore their role in assisting bOth_the LEA's and the CEPD to meet their objectivesfor Career EduCatione In some cases, this rolewill approach direct responsibility for CEPa_pfunt-tions. In otherthis role may be to prOvide -assistance to the CEPD coordinator.

In :the future, intermed ate school district in-.

volvement will expand in two dimensions:, in bhedimension of its role in providing direct servicesto students and in the dimension of itsrole as anintermediate,service:"agency to LEA's.

PLANNINGCALENDAR

April-May

May-August

September 1, '75

September-October

November 1, '75

January-June

June 30, '76

July-August

September I," 176

Receive Pfanning Guidelines andForffis

Develop LEA plans

Submit LEA plans to CEPDInitiatetactivities

Develop CEPD plans

Submit CEPD plans to the Depart-ment'of Edutation -9-

Initiate activities

Develop LEA, Comprehensive Plan

Submit LEA Comprehensive Plansto CEPD

Develop cEPD Comprehensive Plan

Subinit CEPT Comprehensive Planste-bthe Department of EducationInitiate' activities

IV-5

INTRODUCTWN,

J,.2.

The LEA plan

LEAPLANNINc,FORMS

I(Ientifyineinformation.certificatit)e

PART II - LEA PLANNING FORMSr

AND SOME SUGGESTIONS FOR ACTIVITIES

....--

The purpose of this section of the Handbook for

eeImplementation is to pr de clarification of theseguidelinei'by providin : 1) a brief rationale foreach, 2) planning forms and suggestions for theircompletion, and. 3) where possibl %, suggestionswhich may be ufl to, local pla'nners as they de-velop-their specif approaches to fulfilling theirobjectives.

It is important to note and keep in mind thatlocal districti are being asked to plan activitieswhich are to occur in the future, sometime beforeune 30, 106. The completion date for the planwhich describes these activities is September 1,1975. The preparation of the plan is the onlyessential abtivity between the present and Septem-ber 1, 1975.

The following pages outlirre the formA on whichLEA plans are to be prepared. Blank forms areavailable when preparing LEA Warts.

The first parr of the form asks for necessaryidentifying information. LEA'l are asked to givethe'leghl naftte for their district, the code numberand address. The LEA superintendent is asked tocertify that the plan has been reviewed and ap-proved and that it accurately describes the act ivi-ties which will be carrier] out prior to June 30,1976. The name' of a contact person for Career Ed-ucation in the district in also requenbed. Thisperson nerd not be the superintendent.

The second page of the form (Part I) asks thatthe Career Education objectives for the upcomingyear be identified. To remain consistent with thePlanning Guidelines, four suggested objectives areincluded on the form. LEA's are encouraged toidentify others andFurthermodify those% suggested when-ever appropriate, explanation and suqqes-

102I V -7

Activities

.,tions concerning the suggested objectives are in-cluded in this booklet immediately after the form.

Part II of the plannitatf.form asks for descrip-tive information related to what, how and whenactivities will be conducted which wirl result in

'att4inment of a particular objective.

AdditiOnal copies of the Part II form shofild bemade so'that one may be completed for each 'objeq-tive identified ,by the LEA. A completed plan withsix objectives, for example, should include six .

separate Part II forms.

Summaries of The next section ofthe form, Part III "Summaryestimated costs of Estim ted Costs," is a compilation of informa-

tion already presented on the separate Part IIsheets,.

Organization

Submittingprocedures',

Part IV of the form asks for a description ofthe organizational arrangements for Career Educa-tion that have been made in the district. Whilethe extent to which an identifiable organizationfor Career Educatiop has 'peen established will varyfrom one district to another, the fact that re-sponsibilitiks and authorities have been deter-mined is an ilvortant element in meeting the objec-tives for LEA's. Descriptions of di'ganizationalarrangements are included.in Chapter III of theHandbook.

Upon completion of the LEA plan and on ')r be-fore September 1, 1975, two copies of the planshould be submitted to the CEPQ coordinator. TheCEPD is to use the plan to develop the CEPD planwhich is to b submitted to the State Departmentof Education b -N,vember 1, 1975.

Questions c)ncerning the completi)n of this f)rmshould be addressed t your CEPD coordinator. .or toMr. William Woingnrber, Spacial Annintant t) 'tieSuperintendent f, )r Carper Education, Michigan De-partment of Education.

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SUGGESTEDOBJECTIVESFORLEAPJAANS

Goalsetting

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The Local Career Education Plan, to be preparedand submitted to the coordinator of the Career Edu-cation Planning District before September 1, 1975,should 'describe activities which will produce aset of genOtal learner goals, to include bothCareer Preparation* and Career Development* goalsif such a set of goals does not, already exist!

It is felt that goals are an essential first:step in systematically developing Career.Education.Without goals there may be no common target orpurpose to guide the efforts of the many personsthht, ideally, should be involved.

fi

While many districts already have general learn-er goals, most of these sets of goals focus oCareer Preparation* outcomes. A major dist uish-.ing 'factor between Career education snd traditionaleducation is the inclusion of goals from the areaof Career Development* in Career Education.

As districts become acquainted with Career De-velOpmer4t goals through the examination of publi-cations such as the Reference Guide to Career De-velopment Goals and' Performance Indicators, theywill likely want to review the adequacy of anyexisting set of goals. As 'a result of this review,the need to reconfirm, modify or replace the exis-ting goals may become evident.

0

Some districts may decide to replace existinggoals with a more appropriate set. To do this adistrict may elect to review other available setaof goals for possible adoption. other districtsmay elect to initiate a goal setting process. Pro-cedural guides for such an undertaking are availa-ble.fnom private sources (such an the Phi Dflta.Kappa organization) or in the,"Resourres" sotionof thin Handbook for implementation.

Ditrit may find that it In neres.:4ryidentify from an enitre rivt of lOalq, i141 pri-ority ioal for zmmdiatel attention. In 1,1,many f-al 1n'111,1e suiler:teA te,hnilue.; for ide.htilyini priority )alq.

*At; fiefinc-d in -"GuiatAiiinq for Carver EfhwattonProgramming," Mihigan Departmont of K(hwation IAP

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Performanqeobjectivesk

Career Development efforts are an essential dis-tinguishing feature between traditional educationand Career Education. Therefore, it is felt thatat least a part of the goals.selctedate attention through a priority setting pre/*16Dmust be from the Career Development area.' Schoolselecting to focus their attention on a few prioti-ty goals are encouraged to include at least somegoals from the Careen-Development area.

Many general learner goals describe expectedperformance in terms that are not easily observa-ble or explainable. Buctgoal statements as."Developing proper attitudesr or "Taking pride inone's work," or others which are simply very gcn-eral in nature, are not easily used as the basisfor planning educational activities or strategies.

The development off,performance,Cibjectiven canfacilitate this process by adding detail or clarityto goal statements. Developing performance ob)c-tives for general learner goals is an essentialstep in the systematic implementation of'CareorEducation.

Because the development of performance ob'ec- ftives i a time-consuming process, some districtsmay decide to work with priority goals rather thanwith the entire set. For further assistance in theprocess, they might elect to 'adopt or build fromthose contained in the following publicationsavailable from the Michigan Department of Education:

a) A Reference Guide to Careei Development Goalsand Performance Indicators, available from:

Career EducationMichigan Department of EducationBox 420Lansing, Mihiqan 4H902

b) 1nlmil Porformancv Oblectivyq f()r Subje(*iAroa, availablo from:

(;onral Education !;orvicwilMichigan Department of EducationBox 420Lansing. Michigan 40902

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c) Vocational Education Performance. Objectives,available from:.

Vocational &.Technical.Ed. Services.Michigan Department of EduCation a.Box 928Lansing,'Nj.chigan 48904

Districts that elect to roceed with prioYitygoals alohe'are reminded that these priority goals)ought to include at:least someCareer Developmentand Career Preparation* content:

As districts develop goals and objectives forCareer Educatipn,.they need tq consider evaluatingthe extent to which students are presently acquir-ing the desired outcomes.dAn evaluation of theAdequacy of present strategies in addressing the,dletri&t's performance objectivess an essential,tep in the Aystematic development of Career Eau-ation.

This, evaluation process can' /be a simple Snd iform41 series of judgments or- pinions.or'it maybecome the subject pf a thorough elesquation. The 14,suggested approach is one which uses existinginformation aqd supplements this .information only-where necessary with initiated activity.

The.pUrpose of ,such an evaluation is to proyidea basis for planning new or modified strategies,where needed. Experience* has shown that suchevaluations will underscore the need for strategiesto infuse Career Dev9dopment content Into theexisting s'c>ool program.,

In respon4e to this experience and anticipation',4- resources to help districts plan and conduct in-

serviceprograms to implement the "infusion con -sept" have been developed by the Michigan Depart-ment of Education. These include:

1) The Career Education Curriculum Workshop Pack-age

'2) "Ideas for Activities for Counselors and Teach-.ers

*As shown in the publication "Report of a NationalAssessment of Career Development," ACT, Box 108,Iowa city, Iowa.

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1O)IV -11

A."Compre-hpnnive Plan"

3) The Career Education'Resource Gui8e

it is plant 'd to haire these resources avail.ableto districts by July 1, 1975. e'

Additional resources, which will not be avail-Able at'that time, but are under development arein the areas of:

1) Community-ihvolvement2) Placement Programs} Ca'reer Guidance Programs

4) Career Exploration Programs5) Others.

, .

.. These materlals"will Take up the Progra m Devel-opment section of the Handbook for Impleitt,tation.

'Districts area- encouraged to plan in-serviceactivities for teachers, counselors and adTiaist'-trators. ire

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.,

.. ,

a systematic effort to implement Ca eer,Educa-tion in a far greater task than can4e achieved inono year. As a ronult and in thd it terest of,. improvd nrrategien, districtn are pequired toplan't,) dove lop a oomprohonsivo caber EdueationPlan 'm am annual basis.

A :amplo f011owinl thin pataqrapnmake up 4 '14Illp1e 1.wa1 plan.plan

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1.,n I 3r. yo )(3 13 Pl t t f3 may be- t inc-d byOlaWk 4111.r. ate anolieleil at the- end thin

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Carver BduoationMiehigansliPpartment of.BALLeation.Box 420Lansing, Michigan 48902

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',

Michigan Department of EducationOffice .of the Superintendent

EDUCATIONCAREEtoo 420, Len ins, Michigan 40902,

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CAREER EDUOATI P

(September I.,1935 itfoUgh June 30. 1976LOCAL SCHOOL DIM!

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NAILING 114S-TRUCTIONS:

CERTIFICATION:.

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tyour CEPO coo/dingle/v. ftetalh NG copy for your race/0.

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OS-2887(Page 2)-

CEPDHUHDER I 94

Name of School District

cirrg Qtr PLANNING OBJECTIVES (To be accomplished by Juno 30, 1916)

ABC h,)01 District

NOTE: Local Districts are encouraged to engage In activities which will,result in attainment of the SUGGESTED obiectsves listedin A. below. Speedy alternative and/or additional objectives in B. below.

A. SUGGESTED'OBJECTIVES (To, be accomplished by Juno 30. 1916)*(Check EACH of the obJectivOs that will 4PPL4y to this plan.)

OBJECTI4 I. The District shall idendfy E9Inft genotte.I learnerDevelopment° goal*,

Criteria; Formal approval of such goatui by calPreparation and Career bovolopmen nten 11 indiJto successful attainment Of this objective.'

include both Carper Preparation° and Career

of Education and evide4ce of both Comer

OBJECTIVE 2.

111and Career Development goals.

VocationsJ Education. etc.).aqui v-aient or supers o thoof attainment of a o Iecti

'-OBJECTIVE 3.

OBJECTIVE 4

von for at least part of both their Career Preparation.

bloc vets from Career Preparation areas (General Education subJect'areaa,ss s ion of performance objectives from Career Development areas which are.

vided by the MichiganDePartment of Education will constitute evidence

The District a I cnitify implement, at !treat on a pilot beats. carter education strategies (inetructienaliguidance. etc.) which ad sass selected performance objectives.

Criteria: Evidence trial implementation of identified strategies which address both Career Preparationanel Career De opment performance objectives will indicate attainment of this objective.

The district shall prepare a comprehensive plan for-the time period betweae July I, 1976 and June 30. 1977which shall include continuation. extension and/or modification of strategies to implement District goals.

'Criteria. Submission of a comprehensive plan ranch meets or exceeds guidelines for 'such a plan as they.ve determined by the Michigan Oepartmenof Education Witt indicate attainment of this objective.

0Aa doflned in "Guideline* for Career Education Programming," Michigan Department of Education. 1975.

B. LIST OTHER OBJECTIVES DEVELOPED BY LOCAL SCHOOL DISTRICT (To bo.accomplishod by June 30. 1976)

airOBJECTIVE e' district. shall havd identified in5-service needs and

implentented staff development programs for administrat'irs,te'acherS., and counselors.

criteria:

OBJECTIVE 6.. The "district shall: have organized a Career EducationSteering CoMmittee comprised 9f ed,pcators, citizens

OBJECTIVE 7.

a.

and students. '

Criteria:

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(Attach Additional Sheets if Necessary.)

OS2BB7(Page 3)

PF3irg 11110 (Complete ONE set of PART II. (Pages 3 and 4) for EACH suggested and Other Objective that you

IDENTIFIED in PART I.) (Duplicate PART H as needed.) .

NUMBER' 1 -1FROM PARE I.

B. RESPONSIBLE PERSON(S) for the objective listed in A. above: Please Indicdescribe the GROUP (committee. etc.) which is being charged with responsibility for

Jack SpratCbairman, Steering Committee(s)

-Whshington Elementary--Lincoln ElementaryOceanview ElementaryJefferson Junior High-Central High School

d TITLE of INDIVIDUALS) ores addressing the above objective.

C. ACTIVITIES: Please describe planned activities which address the objective listed in A above:

41,

ACTIVITY Beginning Data Ending Date

A prey tp site activit, to this objective isthe organs tion of Steering Cmmittees. Thisgyal setting activity will begin, therefore, on

0 The school pistrict. has a set of goals whichhas been approved by the School Bard. A repre7sentative group of teachers ,1, caunselors and ad-ministrators reviewed these goals and found thatmost of the goals represent Career Preparation-student behaviorS. The following activity is pro-posed to identify additional Career Developmentgoals. ,

1. A subcommittee of.the Steering Committeewill review appropriate references tp identifyCareer Development Goals. Examples bf such ,Vef-erences are: . 1,;.,

.

Career Education: A Curriculum Design and In-

4ctobef 1,

.

.

.

.

.

1Y75.

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,

Dec

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.

1975.

structional Objectives Catalogue, AmericanInStitytes.for Research, Palo Alto, Ca. . 1973

ftoagrip°

Career Development Goals & Performance Indica-tors, Michigan Dept. of Ed., 1974

.

2. The subcommittee will identify and propose aminimum-of three Career Development Goals to theSteering Committee.

3. The .Steering Committee will discuss how thengoals relate.to the already identified CareerPreparation_goals.'

4. The Steering Committee will propose a new0 set of goals to the School-Board, including a min-

imum of three 'career Development goarp..5. The School Board will adopt: the goals

.

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IV-15

(Polio 4)

N25101 e(CONTINUED)

D. RESOURCEREQUIR5MENTS: Pictase describe the resource requirements necessary to support the activities Identifiedin item C of this partiPart II I).

tCATEGORY I

Number ofParsons ol by

Position:

7

DESCRIPTIONESTIMATED COSTS°(to nearest dollar)

).

8teerLny *mmittee -members

)

SuppilooPlaterlele

$

Travel:

ContractedSorvicoo:

Fact l iti 6o:

Other:

printing

references

miscell4neous

. 5

* 1

t'L

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Sub -Total

none

5:00

50.00

25.00

IMMEIMIMI

none

SubTotal

. 1V-16

1 1 1

Estimated Total Costs ,-150.00for this Objective

(Page 3)

Pgin DO o(Compreto ONE set of PART II .(Pages 3 and 4) for E H suggested and cither Objective that youIDENTIFIED in PART H) (Duplicate PART III as need d)

)

A. [OBJECTIVE NUMBER'FROM PART II. l

2

RESPONSIBLE PERSON(S) for the objective listed in A. above: pdescribe tho GROUP (committee. ate.) which is bbing chargod with re

is

o RAM Vend TITLE of INDIVIOUAL(S) orthe acthoitioe addrooaing the above objective.

L)Roger Lampke -- Director of Guidant prese ting counselors on th e

Hilda Pack -

Steering Cotqmitte

Lead T4acherCommittee

-isent.ng, teal hers on the Steering.edc.,4

C. ACTIVITIESr Pleatio describe Planned activition which address the objective Hued n A above;

ACTIVITY

Teachers in the district utilized an iniservixe dayast year to write performance objeotive§-for 'theCareer Preparation goals adopted by the board. Theeachers used: a) the Minimal PerformanceObjectives,.D.E. and b) the Voc. Tec. Performance Objectives,.D.E. to accomplish this.

By Dec. 1, 1975, we will have at least three moreareef Development goals. The following plan isroposed for writing performance objectives for theareer Development goals:1. Steering Committee will appoint two sub-

co ittees: one .consisting of the counselors,ch ired by the Director of Guidance: and the

-.other consisting of four teachers, chaired bya Lead Teacher.

2. These subcommittees will work together and sep-arately to identify performance objectives foreach of the Career Development Goals. The counselors will 'identify those performance objec-tives the Guidance Program will be responsiblefor and the teacheri will identify those per-formancebbjectives the Instructional Programwill be respdhsible for.

3. Each subcommittee will propose at least twoperformance objectives for each Career Develop-ment goal to the Steering Committee.

4. The Steering Committee will accept or offerrecommendations fon improvtng the set of per-formance objectives.

. The Career Development performance objectiveswill be added to the list of Career Preparationperformance objectives and printed for everyteacher, counselbr and administrator.

112 IV-17

Beginning Date Ending

Dec. 1, 1975

Feb.1, 1976

D. RESOURCE REQUIREMENTS: Picasso describe the resource requirements necessary to support the activities identified

PC:1FR 11 [ I e(C15AYI E W. 2

In it m C of this part (Pan 11.i.

4

CATEGORYSM COSTSDESCRIPTION

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Number ofPersonnel by

Position:

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Director of Guidance and three court. . ,irsr

Lead Teacher and four 'Aber repres r ativet ea Ore rs I

Sub-fetal

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Stropi too LIN tfttmoolo

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printing ,t

references

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miscellaneou r"f slt sub.-rota

P).00

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10. doI lir. U{)

Travel:

C,Insu 1 t an t. vel

Sub-Total

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35 . 00ContractedServIcoot ,

Consultant

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SubTotal r JIM - UVFaciiiiloo:

none

SubTotal 0Other:

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Sub.Tmal

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N.. Estimated Total Coate

r C. for this ObjectivetV-1b

$245.00

113

-itarrfr DO

A.

o (Complete ONE sat of PART 11 .(Pages 3 and 4) For EACH suggested and Other Objective that youIDENTIFIED in PART I1) (Duplicate PART HI as needed.)

[OBJECTIVE NUPIDEIFIIPROM PART II.

B. RESPONSIBLE PERSON(S) For the objective listed in A. above:docents* the GROUP (committee. etc.) which is boincchcrood w

gate the NAME and TITLE of INDIVIDUALS) orfat the activities' addroccino the above objective.

Wiry Svoi(, Oveanylvw Elvowntary )4)1, Careitr Edurdtione'iordinator

C. ACTIVITIES: Picasso describe plant d a ctivitloc.whtch address the objective listed n A above'

AerIVITY 1t Date Ending Date

Mu. sf-ott provided Inner-viol. training.to 10 vle-montary 1.eahern And rounsielorn in uceanview School onxnfunpil lecin'iontoakinq obtoctive.. into the oxint-ing hool proiram. /Myr c,iroc-r Ddv-1,,1)mcnt 90.119

-

Anil objnolivo!: trave been .identified, thn name .

teacherilt4nd counnel.,r% will initiate the following4a tAr 1 V i t tyr:: .

1. WorIr. tojether to ident a I y plaren to infuno I he

nrw objc.ctiven lilt A,) the inntructional programand tht. guidance program,

.2.Identl,ty artivitien and create lennimn whih

Feb. 1,19/h

Lntun thv Cro.er Doviopmoeit ')hjectIVr": tht,m1out the curriculum.

.

3. Work with other tow-her r; in the nchool and dintriet who would like t,) qet inw)ived with thinprove9!;. ,:*

4 Pilot tenf the Innonn in two different nitua-tionn or lansroomn.

5. Write 'up lettnahy to be printed and nhared withother teacher!; in the dintriet during innerviceflayn.

.

.

.

(1`

1 1 -4

IV-19

I

. zrr (frAtc

(Pogo. 4)

Pan DO o(CONTINUED) #3

o, RESOURCE REQUIREMENTS: Please describe Om resource requirements noceosary to support the activities identifiedin Item C of thin part (Pan .

CATEGORY DESCRIPTIONESTIMATED COSTS(t/Jane:cat dollar)

Number ofPersonae' by

PoeltIont

11

. .

-

'

1 Career Education Coordinator10 elementary teachers and

.

.1nd

n ,I..

s 0

Sub. Total

Suppling' 8Pletatiale

4%."

Printing

Referene )

Sub-Total

50.00

10.00

4 f....

60;00Travel:

I) On 4'

10,,SubTotal

ContractedtervIcoot

1

,L

none

SubTotalP aria Moot

snone \

SubTotalOther:

none

Sub-Total

g

Iv-20Estimated Total Costa

for thin Objective$60.06

(Pago 3)

0 0 (Comploto ONE set of PART H (Pages 3 and 4) for EACH suggested and Other Objective that youIDENTIFIED In PART III

[OBJECTIVEPROM PART

S. RESPONSIBLE PERSON(S) for rho objoctivo listed in A. above: Plodoocrlbo tiro GROUP (contsnittsci. etc.) which la Wing charged wi

Virginia Bird, Local Carer

C. ACTIVITIES: Picot* depart pl nod a

care the NAME and TITLE or INDIVIDUAL(S) orfat tho actIvitiao addraooina the above *bloody*.

oordinator

Ivitioa which odctroso the objoctivo liotad In A above:

C'ssVITY. Doi:ginning Onto Ending Pato

The local Career E ucation_Coordinator will workwith the Steering Committee to address Career Edu-

April 1, 19 6*

Ocation planning for the following year

a. Systematic evaluation of present goals andobjectives.

b. Review of present strategies used and researchof possible new or unique strategies.

c. Survey staff for input for next year's CareerEducation planning priorities. .,

AL

LEA Career Education Coordinator will submit aplan to the Steering Committee May 1, 1976

Plan proposed to School Board . May 15, 197e

Plan submitted'to.dEPR Coordinator

o

July 1, 1976

I,

4

116

IV-21

NEE RB 0(CONTINUED)'#4

P. RESOURCE REQUIREMENTS: Please describe the'resource requirements necessary to support the activities identifiedIn item C of this Part (Part II ).

'CATEGORY- .

Number ofPersonnel by

Poe Mon:

DESCRIPTION iESTIMATED COSTS(to nearest dollar)

Sub-Totel° Sustplioo CI

Materlele

$400.004.?

Printing

16t.Sub-Total

500 m es 12G mile

25.00

60.00

Convected!coulee*:

SubTotalFatuities:

Sisb-Totsi

Sub-Total

III-22Estimated Total Costa

for tbl si Object:Ivo

(Page 3)

Pc3 0 (Complete ONE sot of PART III, (pages 3 and 4) for EACH suggested and Other Objective that youdy, iDENTIFIED in PART I) (Duplicate PART II as needed.)

A. [OBJECTIVE NUMBER IFROM PART 11. 5

RESPONSIBI.E,PERSON(S) for the objective listed in A. above: pioeedearalhe the CitIP icaouoittre, etc.) which is being charged with reap

NAME and TITLE of OMOIVIDUAL(S) oractividock addreaolng the above objective.

Virginia Bird, Lodal Career uca lo CoOrdinator and,rhairperso of Steerin Committee

C. ACTIVITIES: Mum deacrib; planned actIv# ich eddl000 the objective Hated n A above:

ACTIVITY

To identify in-service needs and plan staffdevelopment progrpms, the _following activities willbe implemented:

1.- Work with *Steering Committee to develop a sur-vey-questionnaire for identifying,inrrviceneelsr%,

2. Conductcollect

the survey, covering all staff aoddata.

3. Contact consultant to, work with subcommitteeof SteeringCommittee to plan aa.inserviceprogram for admipistrators, counselors and

.teachers. t.

4. Conduct in-service, evaluate and plan0for

tallow -up.

118IV-23

Bogiordrig Date

Nov. 1, 1975

Dec. 1, 1975

p

Dec. 1, 1975

Ending Date

May 1, r976

(Paget 4)

PCSE1 DO 0 (CON TINOF01 #5

D. RESOURCE REQUIREMENTS; Please describe tho resource requireAents necessary to support the activities idenufiedin Item Cot this part (Part II

CATEGORY

Number etPercennoI by

Pooillon:

8

Supplies QiMateriel°

DESCRIPTION

Local Career Eddcation Coordinator7 Steering Committee members

I

Travel:

O

Printing

Miscellaneous

ContractedSortie=

Facil idea:

Other:

Consultant tray;

Consultant

2 days $100/day

none

none

ESTIMATED COSTS(to nearest dollar)

d

Sub-Total

Sub-Total

50.00

20.00

70.00

Sub-Total 00.00

Sub-Total 00.00

Sub-Total

0

Sub-Total 0

Estimated Total Costsfor this Objective

1V-24$370.00

(Page 3)

avg. 00 o (Complete ONE sot of PAM' (Pages 3 and 4)rfor EACH suggested and Other Objective that youIDENTIFIED in PART It) (Duplicate PART III as i ed.)

A. 101)1ECTIVE NUMBERPOOM PART II. 6

1

D. RESPONSIBLE PERSON(S) for the objective listodeptritie the GROUP (committee. etc.) whiCh Is being

Virinia Bird, Loc

A. lease indicate the NAME and TITLE of INGIVIGUAL(5) orod vri tipensibility for the attivitlee addressing the above objective.

-

(1re r Education Coordinator

/,

'1.44;

C. ACTIVITIES: Please deists

rA

planet:id activities which address the objectiv listed ot A above:

Sil

'

4 .

ACTIVITY Beginning Data Ending Data

.

A'ilt-A 14,4k .401 be to organize a local Steeringrommiltoo tor th grhool district. The following4011.,itio!: .4111 bo implemented:4-

1. ":11pctintondent, principals and school Career 6

1:1,14.4tion coordinators will nominate persons! if thv committee:

2 administrators .

.

2 cicmentary tearhers2 junior bigh tea ers.high school teac rs,) ounsel9rs1 parent

.

1 businessman.? students .

.1. LCA cirr Education Coordinator will obtain,' oommitmcnt and set up meeting times and places.

,

* 441

1. LnA Carper Education Coordinator will initiatetho committee's ap-eivities and will maintaintht's loadorShip th.vclughout the year.

. *

,S61..

.

.

.

- .

.

: 1V-25 .

. 1 A0

(Page 4)

Pgrgill e(coNmiuED)

D. RESOURCE REQUIREMENTS; Please describe the esouco requirement* nociissary'bii is.f.pport the activities identifiedin item C of this part (Part 11').

CATEGORY DESCRIPTIONESTIMATED COSTS(to nearest dollar)

Numb* ofPorsonnol by

Position:Super i:Rtenaent

.principals

)LEACaroer Education Coordinator

SubTotalSupplicto 8Materials

ContractedSorvicoo:

SubTotal

SubTotal

Estimated Total Costsfor this ObjectIvc $50.00

: .

OS-2887(Page S)'

Paul. 0000 SUMMARY OF ESTIMATED COSTS FOR ALL OBJECTIVES LISTED IN PART IL, PAGE 4..

ISTIKATED COSTS TO THE NEAREST DOLLAROBJECTIVE 41.

Personnel Suppliesus, 8/40...sterals

Travel ContractedServices

Facilities Other .'Total

150.00' . I.

A0 150.00 CI

2.

. .

- 100.-00 35.00 100-00 0 . 0 245.00

.

. 60.00 0 0 0 0 . 60.00

4. 400.00 25.00ii

, 60,D0,

0 0 485.00 ."

s. 0 . 70.00.

...

100:0.6* 200.0..

370.00

6. 0 50.00 .0 0 50.00

7.

..

-

.1,,

9....k.

10 s a1

TOTALS 400.00 465.00 195.00 300.00 0 0i

1360..00

'A. ORGANIZATION (See "Career Education Handbook for ImplementatIon.)I. Describe the organizational arrangements of the district which assures the implementation of theactivitleridentifibd on Page 3,

Pert II, Item C.

A Career Educati. c.»rdinat')r has been identified forthe district (Virginia B ). She is also a 1/2 time readingspecialist and will chaff a Steering Committee made up dfschool and community people. Ms. BOO will report t') thesuperintdndent and will work direCtly with the bkiildingprincipals and buildinq committees.

A 4..7

2. ATTACH an ORGANIZATIONAL CHART which delineates the relationship among responsible parties as identified on Page 3,Part It, Rom B. re-27

142

0LOCAL DISTRICT CAREER EDUCATION ORGANIZATION

XDMINISTRATIVE:PERSONNEL

SYSTEM -WIDECURRICULUM COMMITTEE

BOARD Of EDUCATION

SUPERINTENDENT

CAREER EDUCATIONCOORDINATOR

STEERING COMMITTEE

6 Building representatives*1 Administrator1 Currie. Com, Rep.1 Student -cat large1 Vocational Ed. teacher

Enlarge as needed ,

CAREER EDUCATION kDVISORYGROUP

RepreVentation from:

ParentsBusinessLaborThe artsNews mediaBoard of EducationCommunity schoolsProfessionsGovernment & Community agenciesThe Clergy

'StudentsTeachers (from Steering Com.)Administrators (Steering Com.)

Elem.

*CAREER.IDUCATION

Elem. Elem.

BUILDING COMMITTEES

Elem.

123

.IV -28

Jr.'High 1 Sr. Highl

.

The ,pmrpose,of'A,Ais section of the Handbook ',9rImplementation: is to provide planning forme andsuggestiOns for their completion. In addition,suggestions 40-oftered'regarding the use of LEAplans..

In the LEA planning section,ILEA'syere askedto submit their plans-to the CEPD coordinator bySeptember 1, .1975. The CEPD'zs role is to build aCEPD plan which when implemented will aid LEA's inimplementing their plans and in developing theirnext year's plan. The -CEPD plan is to ,be submit-ted to the Department of Education by November 1,1975. In future years, the Local flan will be sub-mitted to CEPD"s.by June 30,'so>that CEPD planscan; be prepared by September 1:

PART'III CEPD PLANNING FOAM6.

AND SOME pGdESE6 ACTIVITIES0

The CEPD planning form is outlined on the fol-.lowing pageS. Bladk forms are available' Eor use 4.when preparing plans.

The first section of:the form asks for thenecessary identifying information.

The first majox part of 'the fokm Part I consistsof several items which summarize information aboutthe LEA plans received by the CEPD. Informationabout the K-12 plans received, those not receivedaid the inclusion of each objective is found inthis part.

Part II of the form should contain the suggest-

.ed objectives' of the CEPD for the year ahead plusany other objectives that may be identified.

a

Part III of the form asks for descriptions ofCEPD activities. The what, how, and when of acti-vities to reach the objectives (identified by theCEPD in Part II of the form) are included in thispart. One complete Part III should be filled outfor each CEPD objective. A CEPD plan with six

124IV-29

objectives, for example, would contain six oeparateforms (Part III's). The Part III form ohould beduplicated for this purpose.

Summary of Part Ieof the form consists of a compilationestimated costs of the estimated costs included on each activity

sheet of Part III. This "section provides t,con-cise overview of CEPD costs.

Organization Part V of the form asks for a deocription ofthe organizational arrangements of the CEPD acti-vities. An organizational chart may be uoed toclarify the relationships among the partied in-volved.

Council members Part VI of the form asks for the name° and areaof representation of the CEPD Council member°.

a

Submitting The CEPD coordinator is to submit two copi.00 ofj0Vocedures the CEPD plan by November 1, 1976 to:

Career EducationMichigan Department of EducatibnBox 420 .

Lansing,'Michlgan 48902

12.i

IV-30

4

05-45664/7S

/Namo of CEPD Fiscal Agency .

LaCrosse Int'ermediate School District

° Michigan Dopartment of EducationOffico of tho SuperintondontCAREER EDUCATION

Box 420. Lansing. Michigan 48902

CEPD: CAREER EDUCATION PLAN(September I, 1975 through August 31. 1976)

CEPDHUMBER!: 94

s

of coEP CoordinatorGeorge' Redwood

Address5600 Marshall Ave.

HAILING INSTRUCTIONS:. Return TWO copula by SEPTEM = a R I, I 7

City;tts

Telephone - Area Code/ Local No.901 - 361 -1732

STATE address indicated above. e-

NOTE: Make sure that you have ATTACHED ONE PY ART , Page 2 of Form OS-2887 for EACH Local SchoolDistrict which SUBMITTED Form OS-28

Paris Do SUMMARY OF FORM 0S-28 SCHOOL DISTRICT: CAREER EDUCATION PLAN"

A. SUMMARY OF FORM OS-2887 WHICH WASIiTURNED TO THE CEPD.

indicato the TOTAL HUMBER of LocalSchool DistrIcts'Which Submitted

Form 0S-2887 to CEPD.

21

Indicate the TOTAL NUMBER of LocalSchool Districts Which Selected SUGGESTED

Oh/actives in PART I, Paso 2 ofForm 05-2887.

Suggested Objectives Number2 ,3 4

20, 20 21 21

Indicate the TOTAL HUMBER of Local SchoolDistricts Which Lista° One or More

OTHER OBJECTIVES inPART I, Par 2 of Form 05-2887.

5

8, ATTACH ONE COPY of PART I, Page 2 of Form 0S-21187 for EACH Local School Disigjct which SUBMITTED

Form OS-2887 to the CEPD.

C. LIST THE LOCAL SCHOOL DISTRICT(S) THAT DID NOT RETURN FORM OS-2887 TO CEPD,

Name or Local School District Indicate the REASON Form 0S-2887 Was Not Roturned to CEPD.

Freeburg Community Schools,

Change in administration'caused late1

start. Plan will be in by Dec.l, 19752.

3.

4.

S.

6.

1 2a

1V-31.

OS -2807(Page 2)

CEPO 94HUMBER

Name of School District

lit 0 o PLANNING OBJECTIVES (To bo accomplished by Juno 30, 1976)

NOTE: Local Dietr lets are encouraged to engage in activities which will result In attainmentin A. below. Specify alternative additional obcietAvos in B. Wow.

J SUGGESTED OBJECTIVES (To bo accomplished by June 30, 1976)(Chock EACH of the objectives that will APPLY to this plan.)

OBJECTIVE I.

OBJECTIVE 2.

OBJECTIVE 3.

Tho Diattict shall identify a sot of general learner goDevelopment0 gobio.

611aria: Porfnal approval of such goals byPreparation and Career Oovolopment contort

SUGGESTED objectives listed

Include both Crimp. Preparation° and Career

I

o loco oard f Education and evidence of bath Careerate successful attainment of this objective.

The District shall identify perform VOTI lbr at least pan of both their Career Preparationand Cereal Development goals.

Criteria: Possession of perform co v oc vas from Career Preparation areas (General Education subject areasVocational Education. atc.), and of performance objectives from Career Oovolopmont areas which areequivalent or superior to alone provided j the Michigan Department of Education will constitute evidenceof attainment of thin objoctivo

TI n DiftrIct ohall identify and implement, at least on *pilot basis,. cam:1r education atrategicia (instructional,guidance, otc.) whichladdroso seletted performance objectives.

Criteria. Evidence of trial implementation of identified strategies which address both Career Preparationand Career Development performance objectives will Indicate attainment of this objective.

OBJECTIVE 4. The-district shall prepare a comprehensive plan for the time period between July I, 1976 and June 30, 1977

El which shall include continuation, oatenolon and/or modification of strategies to implomont District goals... ,Criteria' Submission of a comprehensive plan which moats or exceeds guidelines for such a plan ar.they--A.aro determined by the Michigan Department of Education will indicate attainment of this objectivei.

N

0As defined in "Guidelines for Career EduL%lon Programming." Michigan Department of Education. 197S.

B. LIST OTHER OBJECTIVES DEVELOPED BY LOCAL SCHOOL DISTRICT (To be accomplished by Juno 30, 1976,

OBJECTIVE S.

OBJECTIVE 6.

OBJECTIVE 7.

.111Th

The district: shall have identified in-service needs andimplemented staff .development programs for: administrators,teachers. and counselors.

Criteria:

The district shall have organized a Career Educati5nSteering Committee comprised of educators. citizens andstudents.

Criteria:

121

IV-32(Attach Additional Sheets if Necessary.)

( 1,S-0110

4S66

PC:N.12aq' 000 CEPD: PLANHIIIG OBJECTIVES (To be occomplishod by August 31. 1976)

[c6130',outman 94

NOTE: clime ewe encoursCod to ondodo in oottivitios which will result to attainment of the UCCESTE0 °bleed woo listedin A. below. Specify altarnativ0 and/or additional °Watt' vao in 0. WO...

A. SUGGESTED OBJECTIVES (To be itscorn°11ohcid by August )i, 1916) 4(Checfr EACH of the obloctives that will APPLY to this plan.)

OBJECTIVE I.

OBJEtTIVE 2.[131

The CEPO shall conduct a promotional program to ncoCareer Education Activities.ettiar evident.° of promotIonat activItfoaoblactivo.

The CEP!) shall Identify and conduct acts0(11 plant/.

go school and community Pelt1610istiOn In

nonitivo effects will Indicate attainment of this

Ch addrosa floods ident)flad through onairolo of dig

5tl ...tip; Evidence of activity dr000l 1the /*blame in the 1(.13 plans or in support of plannod activity inthe 1(-11 pions will indicate a y nmant this °Nosily°.

OBJECTIVE 3.

OBJECTIVE 4.

TI;lo CEP() dholl develop a Carecollects a synthools /action

4duce On plan for the Aran Vocational Cetter(o) If one °Slats which

by Constituent 1(1) district°.

Gfiletfie, eslotenco h odd/closer* the node of the Area Canter(e) will indicate ISM! firnbni of thisobtest14.

The CEP() °NMI devoloP a mpwshanatve Comer education plan badod4dion the tt- i compahensivepiano rocolvod by t by jun* 30, 1776.

Critotio Submloolon of a CEP() Comprohenolve COMO, Education piss by August 31, 1976 which utilises theformat provided by the 041Chittan ()apartment of aduCiatiOn will indicate attainment Of this oblectivo.

B. LIST OTHER OBJECTIVES DEVELOPED by CEPU (To be accompoished by Aultust 31, 1976)

OBJECTIVE S.

a

OBJECTIVE 6.

OBJECTIVE 7.

0

(Attach Additional Shoats If Nocoseary.)

03.4566(Paco 3)

Pan 0000(CMnploto ONE sat of PART HI. (Pages 3 and 4) for EACH suggested and Dither Objective that you

A.

IDEHTIFIED in PART II) (Duplicate PART HI as needed)

oaiecrive momentPRO), PART t1. J

D. RESPORSIDLE PERSOMS) for the objective listed in A. above: Ploaeo Indicate the It and ITLi or 111D1V1DUAL(S) ordoocrIbo the GROUP (teennottoo, ate.) which to being charged 'rich teoponalbIlity Fee tfq activn a a roagOng the above objective.

lits(1w4,(x1, CI PO court' that ,r

C. ACTIVITIES: Mao* doacilbe planned activities whit tbo objective liotod In A abovoi-

ACTIVITY Ocre Inning Mao endlna OgotA

.

June 30,1976

June 10,1916

June 30,1916

June 30,1.976

i

, _d1 ,In roOpts rest ion W 11 11 1 0e411 Airltr it't fi I W111 ar-range fur a public nrvire TV program t , clarifyt N. concept i'4 Career Edw..% t i4). We will try t f,une npot MONifilliOn WI well an pr,olramn 4 a limigerduratiork. . .

An )rganif.ed o f f ,,rt t ,," +val( f , (-)mmunit y rtiptwill be initiated, with 'oval 4tr EfInc4ti'mpeople and mynlt beinl available for prennta-tionn.

I will. vont ar t t he edit ,)r n u)1 1,-,eal nwnpaprnand provide any inf,)rmati ,n ,)r propared materialthey may desir in ,rder t,, prepare and run aregular f;er ion of pub' it int rene art irln onCareer Education.

-

I will nurvy a nmall nampl 4 local pe.ple,including oducat or n, in ,rder t I rh(tOt on thenuccnn of the ab,ve artivitivri.

1 2 ;)

IV-34

t-

sept. 1,191')

r)t . 1,1915e....!1,14Jo

.

()rt . 1, 19110

11

Dee. 1, 1915Mar. 1, PMJune 1, 1916

OS-456o(Page 4)

arrg figg_01CONTINUED)

. RESOURCE REQUIREMENTS: Place describo tha esouico requirements nacossary to support tho aetivitioa Idanti RodIn Item C of this pan (Pan

CATEGORY DESCRIPTION

Number ofPereonnel by

1;60611:Ion:

1

1

1

Stoplioo0Matiorlato

CEPD Coordinator and Local Career Edu timn staff

'Secretary 1/10 FTE

layout artist (40 hours)

Printing costs

Miscellaneous

Travel:

SubTotal

e;)Regular mileag eimbursement for coordinator

1000 miles ew 120 mile.

Sub-Total

Sub-Total

C.ontrectodran/Iced:

FotiMumet

Other:

none

4 SubTotal

1/10 annual- facilities cost

Sub -Total

Miscellaneous

6

IV -35

SubTotal1.====11

Eatimated TOM Costafor title °Weed vo

ESTIMATED COSTS(to merest

2000d00

.

850.00

200.00

500.00

50.00

550.00

120,00

310.00

310.00

50.00

50.0U

4080.00. ,

OS -4586

(Paco 3)

Pgin ggg 0 (Complete ONE sot of PARTIII.(Pagos 3 and 4) for EACH suggested and Other Objective that you, IDEOTWIED in PART II) (Duplicate PART III as needed.)

A. 'OBJECTIVE NUMBER[P13014 PART 1 LI 2

1

D. -RESPONSIBLE PERSON(S) for the objective listed in A. above: Picas* indicate tho NAME and TITLE of INDIVIDUALS) orcloaca:* the GROUP (comsolttos. otc) which h trains charood with roop000lbility for the occivition addressing the above obj04tigo.

George Redwood, CEPD Coordinator

C. ACTIVITIES: Nonce doocribo Plchnod octivitioo which addr000 th

. ACTIVITY

.

After looking over" the K-12 plans isapparent that a coordinated in-servic n iswikranted.

w.:

loted in A shove:

4

*

Boainftina Coto EndlnB Onto

Eleven of the districts haselves to participate in 4 iry

AugOst 28, 1975 (1/2 day)Sept. 19, 1975 (all day)DeCember 12, 1975 (all day)February 27, 1976 (all day)

1 ted them-ce sessions:

D

These are negotiated kn-service days forhese'districts.

Separate in-service sessions will be conductedfor other interested LEA's.

In March, In-Service sesssions on the planningfor next year will begin. Personal contacts toassist and coordinate LEA activities will be con-tinued throughout' the year. _-_.

°

0

/

4

131

IV-36

lready under

arch 1,1976

ay

Feb. 27, 1976

June 30, 1976

June 30, 1976

June 30,1976

Onc,(CONTMUED)

RESOURCE REQUIREMENTS: PICT3a42 describe tho resourco toquicormants nocosaary to support the activities identifiedin Item C of this part (Part ill).

CATEGORY DESCRIPTIONESTIMATED COSTS(to noareot dollar)

Number 0(Peraonnol by

Pooltion:CEPD coordinat)r 1/5 time

local Career Education persons (time Lament unknwn)

secretary 1/5 time.

4000.00

1700.00

Sub-Total 5700.00

Workshop materials

Miscellaneous

300.00

50.60

Sub -Total

Travel;

120.00

Sub-Total

ContractedSorvi coo:

Consultants (Northeastern University)

(4 days each w 75.00/day) 600.00

SubTotalFeel litioo:

1/5 annual facilities cost

Sub -Total 620.00

Miscellaneous

Sub-Total

Estimated Total Coatsfor this Obioctivo 7440.00

05-4144(Page 3)

Pa Fp' no 0 (Comploto ONE sot of FART III. (Pages 3 and 4) for EACH suggested and Other Objective thit'youIDENTIFIED in PART )I) (Duplicate PART HI as needed.)

ti

A. NUMBER][OBJECTIVEFROM PART IL 3 .1

B. RESPONSIBLE PERSON(S) for the objeCtive listed in A. above: Pie indicate the lima and TITLE of INDIVIDUALS) ordescribes the GROUP (committee. etc.) which is being charged with imports for the activities addressing the above objective.

George Redwood. CEPD Coordinat

lc?

C. ACTIVITIES: Plaice doecribe p d activi lee which address the obiectivo iieted n A above:

e.

A CTIVI !. .

Doginning Data ' 'Ending pate

.

. .

In cooperation with Area Center staff.'Aplan will be developed to synthesize goals andobjectives from constituent LEA'i and td;conduct in-service sessions to implement stra-tegies such as the infusion strategy.

,. ,

Plans will also include arrangements to.useArea Center facilities for an exploratory,experience for middle school students.

.

Plans will include activities to expandthe participation of the community in certain --:'.programs of the center.

.,-.

,

'

,

-

13'30

IV-38..-

Feb.

.

r

1, 1976

.

.

J,

$ept. 1,1976

II

II

OS- 4566(Pose 4)

an OH 4,(CONTINUED}

r. REP:Hinge REQUIREMENTS: Please &54,11>3 the resource requirements nocessary to oupport the activities IdentifiedIn Item C of this aft (Pan III).

CATEGORY DESCRIPTION

Number ofPer000nol by

troaltIon:

1

SuppiicoMaterial°

Travel:

(-Epp r,,ordinator 1/10 FTE

!-oit-t dry 1/10 time

Ato4 rinter Staff (no costs available)

ESTIMATED COSTS(to nearest dollar)

2000.00

850.00

suipqw4 2850.00

MitWellaneoun

100.00

.50.00_

Sub-Total

500 milon 12/m.1 e

Contractor*Samisen:

1/10 Annts.11 rest

Sub-TotOI

Sub-Total

Sub-Total

MiRVII1 lanWP104 50.00oingarb,

Sub-Total 50.00

1V-39

13 4

lEatimatod Total Costafor. this Oblast:Ivo 3420.00

c:3 ra' goo° (Complata ORE apt of PART Ilt.(Pagas 3 abd 4) foi EACH suggested and Other Objective that youIDEP4TIFIED In PART Ili (Duplicate PART HI as needed.)

e

A. rOBJ EC Ti VE NUMBER IFROM PART II!

B. RESPONSIBLE PERSON(S) for tho objective listed in A. above: pidoDeriho the GROUP (eenanittco. etc.) which la being charged with capons

George Redwood, CEPD Coordi

C. ACTIVITIES: Plana* diatribe inCTI Y

Otago the NAME and TITLE of 11101VIDUAL(S) orty fos the ectivitioa addressing tho above objoctivo,

lee width eddreas Ova objective listed In A above:

Ooginning

.. .

,Upon receipt of I.ect1 plant on .July 1, 1976,a plan will b(' developed to coordinate, promote,and assist the Career Education effort of LEA ' aand the Area Center. The plan will be consio-tent .with the -direction -suggested by the MDE.provided MDE suggestions are received by July 1,1976.

The plan will be reviewed by the CEPD Councilbefore submission on 5ept. 1, 1976,

. ..

..,

.

*.

) , .

t. r_

.

.

.. o

.. ,

. 135.

I-40

uly

.

.

.

..

..

v

.

1; 1916

,

r

.

,

..

.

.

Aug.

.

.

,

.

.

31,1976

.

..

.

},

.

ciii. 111:1110(comimuED).

RESOURCE REQUIREMENTS: Please describe theIn Item C a this part (Part III).

CATEGORY

/ ick

resource requirements necosoary to support the activities Went,n se

85C.00

Supplioa 0Mbar Ittio

' 120.00

Sub-Total 120 ;00ContractedSorvIcatc

none

Sub -Total

Traci) I ciao:

1/10 annual cost 310.00-

310.00

Miscellaneous .50.60

IV-41

1J)

Sub-Total

Estimated Total Costsfor this Objective

i

3380,00

0g4S66(Par p

.PangV 0 SUMMARY OF ESTIMATED COSTS.FOR ALL OBJECTIVES LISTED IN PART II).; PAGE 4.

°, 0

OBJECTIVE. Personnel Supplies &

Materials

ESTIMATED COSTS TO THE NEAREST DOLL&R

Travel %Contracted Facilities Other . TotalServices

4:150.00 5.50.00 120.00 0 310.60 50.00. 4080:00

5760,00' 350.00 .600:00 620.3,0 50.00 7440.00

2850.00 150.00 60.60 0 310.0b 50.00 3420.00*

2850,00 5D.00 12'0.04 0 31(1.00 50.00 3380.00

6. f.A

9.

X10. -

TOTALS 14,450.60 1,100.00 420.-.00. 600.00 1550,00 200.00. 18,320.00

Q. ORGANPZATION (See "Ca"' eer Education Handbook for Implementation.)112scribe the otgankraitIorral pwcingiroota artbe diarigt which assets the implementation of the activities Idontified on Page 3.Part III, Item C. 4,v% 'rThe tEPD,coordj.hator reports:ta th&IbD superintendent. The coordinator'acts as the adininistrator of the CEPD:Council,and is.a liaison person

:with the K-12.S. As the coordimatovnee0s assistance, other 'SD per-

sonn'e may be asked to provide -temporarydassistarice; however, thecoordinator is esponsible forall CEPD functions.

137

XV-42

2. ATTACICall ORGAHOZVIONAL CHART thichdolineates the relationship among responsible parties as identified on Page 3."eart III. Ite.in B.

7

C.E.P.D. ORGANIZATION FOR CAREER EDUCATION

[CAREER EDUCATION ADVISORY COMMISSION

4

'INTERMEDIATE'SCHOOLDISTRICTS

CEPDCOORDINATOR

ti

C.E.P.D.

LEA board member (city)LEA board member (rural)ISD board memberISD administratorLEA administratorLarge industry Rep.Small business Rep.Labor organizetionIncec.ComMunity College Rep.

K712 K-12

I-

1

1

COUNCIL

Library or arts Rep:Parent (suburban)Parent (city)High school teacherElementary teacherMiddle school counselorVocational Ed. teacher104h school student (male)High school student (Fem.)

Coordlna or

Steerin ComMitte

Advisor -Committee

.34

OS-4S66(Page 6)

-44Parry V De ,CEPD COUNCIL: Listi the members of the CEPD Council and identify their area of representation.,

Council Members Area of Roprosentatioh I

Jeannette Franklin ParentBenjamin Murphy TeacherHarriet Oglethorpe Principal,J. Worthington Smith BusinessFrederick'Finkbein

1

Walter R. Marlett LaborWells S. Fargo Member -

4

%Randall.Heartwell,BoardronnAplo_r ,

Mona L. Leonard. .

The ArtsSkip,Schoolmastex Student.Dean C. Brady Cogmunity CollegeMatthew Christiansen ClergyAlfred G. Robinson - IndustryE. Dwight Davidson Service Club MemberMarian Wisnewski ParentRobin Kelly 4 Student

-i

a

William H. MacArthur Local Career Ed DirectorJames Allen . Vocational Ed-TeacherVirginia Ellinqworth Administrator-Principal

POET VDO.CERTIFICATION: t certify that the contents of the CEPD plan have been reviewed by the CEPD Couricll.

Chairperson. CEPD Council

Jeannette Franklin(signaugro ante NOV. 1, 1975

The contents of this plan are'an accurate description of activities and resource allocations to be carried out prier to August 31, 1976.

CEPD Coordinator

I

George Redwood

139IV-44

(Signature) amo Nov. 1, 1975

4

?

CAREER EDUCATION

HANDBOOK POOR IMPLEMENTATION

PROGRAM DEVELOPMENT

..........

140

e

.00

FOREWORD

This handbook is designed to be anintroduction t9 a larger collection of,materials on Career Education which areavailable through the Michigan Depart-ment of Education. For districts whichhave not yet developed their plans for 1

Career Education, s well as for those

16that are already mmersed in initialplanning or expe imental implementation,this handbook is offered as a "do-it-yourself" suggestion book. It isplanned as a practical guide to findingyour own answers to the needs of yourdistrict--to present some possible waysof going about an undertaking that is

':

7immense in scope, but as capable of

.. variation as the diversity of MichiganI'districts demands.

1

141

*

ACKNOWLEDGMENTS

Acknowledgment is hereby made of',1.the many valuable contributions of t1oueadministrators, Career Educators, andlocal community members who have assistedwith their advice and comments in thepreparation of this handbook.

The Kent Intermediate School DIstricthas provided coordinating services forthe handbook developmee,t.

AS

PROGRAM DEVELOPMENT

CONTENTSPage

INTRODUCTION I

SYSTEMATIC APPROACH

ORGANIZATION

GOAL SETTING

NEEDS ASSESSMENT.

Student anneonmentRenource anneonment

PROGRAM pLANN/NG

2

3

4

Annignment of renponnibilityModel delivery nyntemnProgram componentn 6

INSTRUCTION 7

Infunion H

Workohop materialo

CURRICULUM MANAGEMENT

Matrix

CAREER EXPLORATION

CAREER GUIDANCE

PLACEMENT

OCCUPATIONAL INFORMATION SYSTEM

9

11

12

1:3

14

STAFF DEVELOPMENT 14

INTRODUCTION

SYSTEMATICAPPROACH

PROGRAM DEVELOPMENT4.1

Career Education Planning Activitieo are under-way in school districts throughout the State ofMichigan, Many of these districts are alreadypursuing a oyntematic path toward an effectiveand rsponnive Career Education program. Thesediotrict6 are investing considerable energy toidentify Career Education goals and develop pro-gram objectives which reflect the deeds and wishesof their communitieo. This effort io progressingat a pace which will bring nearly all diotrictointo nome degree of involvehlent in program plan-ning in the very near future. It io Career Edu-cation program development which in the subjectof thin section of the Handbook for Implementation.

Much emphanin in being placed on a oyotematicapproach to the development of Career Education.Thin omphanin in more than justified by the needto become or remain accountable, first to ourselves,and moot importantly to the students who will beaffected by the Career Education program. Nosnecificnorion of ntepn in eunential to nyotemotic programplanning and development, but there aro generalstepn that are more or leap common to the syntematicprocenn. Thene utepn are outlined in the diagrambelow.

GoalSetting -

NeedsAnnennment

ProgramDevelopTent

ProgramEvaluation

Thy materialn presented in this Handbook for Im-plementation are intended to assist districts withvarious taoko which are connintent with or prerequi-oite to the above general model,

For example, few would question the need for ageneral awarenenn of the Career Education conceptor for an organization to aid in the planning and

,

elnatm,,

L

OkGANIZATI()N

cx!AL

SETTIN:;

Jdevelopment of a Career Education program. Theseprerequisites should be included in our generalplanning model.

izingareer tPtion I

GoalSetting

NeedsAssessment

ProgramDevelopment

o-b ProgramEvaluation

A part of the "Organizing for Career Education"sectionof the Handbook for Implementation encoun-ages districts to establish a steering committeeand designate a local Career Education coordinatorto the extent their resources will allow. Thiscommittee can serve as the coordinating body asdistricts become involved in the tasks of:

1) Goal Setting2) Needs Assessment,3) Program Development4) Program Evaluation

While the district may have established building-level committees or district-wide committees orboth, it may become necessary to identify sub-com-mittees or task forces to carry out specific tasks.

Goal Setting, for example, is a process whichresults in an agreed-upon target for a school dis-trict. While there ar9 probably many ways to ap-proach the task of determining goals, most methodsinvolve several steps and a significant amount oftime and energy. The identification of severalpersons to plan and direct the goal setting processis important to the successful completion of thetask.

A booklet outlining a suggested approach togoal setting which has been developed and testedin several- schools is included in the ResourceMaterials section of the Handbook for Implementa-tion. The suggestions found in this "goal setting"booklet will probably need adaptation before they are

145

V-2

meaningful for any particular district. The book-let does, however, describe a general approach togoal setting which is believed to be worthy ofdistricts' consideration.

NEEDS Needs assessment, as a general second step inASSESSMENT the planning model, is intended to identify the

_strengths and weaknesses in the present programby asking the question:

To what extent are students presently achiev-ing the goals of the district or school?

While this question may have been asked oftenas a routine part of evaluation, it is importantnow to identify specific parts of the existing pro-gram that are especially strong or weak, and alsoto identify which goals are being least met atpresent, the latter being a sound method of select-ing.priority goals. A reliable needs assessmentmay require the development of performan8* objec-tives in order to clarify the meaning of goalstatements. Performance objectives allow the de-velopment of student achievement measures which,can be directly related to specific goal statements.

Student A student assessment might be a comprehensiveassessment one specifically designed for this purpose, but

more realistically, it can be based upon selectedrecords and testing in only the important areaswhere little or no information maj be available.Schools may decide, for example, that their 4thand 7th grade State Assessment data may sufficientlyassess certain goal areas, while another approach,such as a commercial test, is necessary for others.Tests such as the Career Maturity Index (CMI) orthe Assessment of Career Development (ACD) can beuseful when assessing career deVelopment goalareas. The results of student assessment shouldbe, regardless of methodology, a sound basis forinitial program planning.

Resource 'Another kind of assessment important to programassessment planning is resource assessment, a process which'

addresses the question:

What resources are available to Us as we con-template program changes?

V-3

146

fl

21.6GRAMPLANNING

Assignmntrmsponsibll:.

This coLtion is important because resourceplayan important part in deciding what the scpoa (orany of iks parts) can expect to achieve. This isan importIlint consideration when responsibility forparticulaA goalslis assigned to the school or oneor more of\its parts. A resource assessment canbecome overburdening, but if conducted at a generallevel, is not difficult to accomplish. Districtsinvolved in a resource assessment should developa conscious responsepto questions such as:

1) What are the quantities and qualities ofour instructional materials?

2) What are the quantities and qualities ofour physical facilities?

3) What are the quantities and qualities ofour personnel?

4) To what extent can our community provideresources?

5) 'What monies are..availible?6) To what extent are we using the above re-

resources?

Having sufficiently addressed these questions and,perhaps, others important to the particular situa-tion, a district or school is prepared to beginplanning program changes.

Planning program changes can involve many dif-ferent kinds of activities and can result in planseven more diverse. One initial step, however,is usually advisable. It is to identify whichgoals or needs are going to be the responsibilityof which component the school or district. In!flatly cases specific goals can be assigned to speci-fic operations and in others a goal may be .a sharedresponsibility of the entire school or district. ,De-cisions of this type can probably best be made bya group repralOnting each area of the school ordistrict.

The results of the resource assessment as wellas an understanding of the goals are important in-puts to-the decision-making tasks. As variousgroups within the school identify and accept theirresponsibilities for specific goals, their atten--tion must necessarily shift to the techniques ormethods of fulfilling their responsibilities. Thistask, although awesome, is made easier by the ex-perimental efforts of the past several years.- '

Model Throughout.the Career Education effort in Mich-delivery igen, ao well as in other states, school'districtssystems have experimented mith methods of helping students

reach Career Education outcomes. While these meth-odo vary draMatically and include in- and out-of-ochool activities, information systems, simulation,work experiences and others,, all can generally beconsidered delivery systems. The task facing Mich-igan educators as they. develop Career Educationprograma (ox delivery ayUtems), is to think arialyt-ically and creatively about known and new ways ofreaching the Career Education outcomes their dis-tricts( have identified or adopted:

Fortunately, the experience of pioheering schoolsin Michigan has_ provided many sound .directions forthe development of'Career Education delivery sys-temp. it in tile purpose of this section to presentmodel delivery nyetems which schools may find help-ful ao they develop their own plans and program.The model io denigned to help students reach thosegoals and objectives adopted by the Career Educa-tion Advisory Commiosion and the State Board ofEducation. Act 97 of the Public Acts of 1974 re-quir00 the State Career Education Advisory Commis-

' pion to explore the Career Education concept andrecommend. appropriate' goals and objectives to theState Board of Education. The State Board subse-quently adopted the recommendations. While thedelivery ryotcmo to be designed by the local'edu-cation agencies will differ greatly according tolocal condition°, there ohould be .significantnimilarity of student outcomes.

The delivery.nyntem suggestions presented inthe remaining part() of this section fire intendedto aid diotricto an they doveldp their own Career,Education programa.

1-4 8

V-5

i

%.*

rig 4.

rA

Programcomponents

.

4

.

6

MI

Much energy has been spent'attempting to findCareer Education demonstration schools. Even .

though most districts have-not achieved recognitionas-Career Education demonstration sites because oftheir lack of a comprehensive program, large num-bers of sites can be identified which are demon-strating some aspect(s) of Career Education. Few,if any, schools in the nation have succeeded orprogressed to the point where they have what theyaccept as a complete program. In Michigan, primeimportance is being placed on developing comprehen-sive programs rather than "over-developing" someparts of a total program. Con'sistent with thisposition, much thought hasbeen given to the com-ponents of a total program, and especially, totheir inter-relationships. Figure 1 graphicallypresents these major components.

,INSTRUCTION .0..

N.

CAREER GUIDANCE

EXPLORATION

IT1.

A

C

E

E

TRESOURCES

OCCUPATIONAL INFORMATION SYSTEM .

STAFF DEVELOPMENT

The remainder of this booklet overviews each ofthese components of the comprehensive program. Inaddition, it attempts to orient and inform thereader regarding additional resources which havebeef) developed or are being developed to aid inthe development and installation of each programcomponerit.

tb

Ti I . 46A0:. A000

t

INATRUCTAON The core of the school program,. as it existsand as it is envisioned, is the instructional pro-gram.. As one may deduce from the Michigan CareerEduCation model (Figure 2), the major concern ofthe existing instructional program is career pre-pgration-rthat is,,helping students acquire theskills, knowledge And attitudes they will need toPerform their life roles. A continuing goal ofany Career Education effort should be to Improvethe effectiveness of the existing curriculum.inrealizing its traditional goals and objectives;but Caret Education meansmore in regard to in-structidn than curriculum Amprovement. Careerducation, as Figure 2 indicates, also includesnew content, which is called "career develbpment."The instructional, program possesses considerablepotential for aiding in the delivery of this new 4content. In fact, the single most important ,

Fig. 2 Career Development

OA

Career Preparation

tri

AN INTEGRATED APPROACH

delivery system for Career Education is the instruc,tional program. School districts are encouragqd'to take actions necessary to insure that their in-structionalprograms become effective delivery sys-tems for both career preparation and career develop-ment content. The suggested techniques by whichthis is done have become.known as the minfusionprocess.."

V-7

150

Workshopmaterials

2

ThiS process Taaces the teacher in the role ofcurriculum developer. Teachers, given skillsnecessary to identify opportuiities for integra-tion of existing subject'thatter and career develop-ment outcomei, IdevelOp-their daily, instructional.plans to reach outcomes in both areascareer pre-pration and Career deveTopment. Key factors in.'the successful implementation 9f this process are:the.qualitle.of thean-servie program designed todo it and, the quality and quantity of resourcesavailable 'to teachers as thiy.learn-and apply in-fusion skills.

To assist districts as,they.plan.in-'servile pro-grams and then plan and conddct workshops'for-this_purpose, a group of Michigan educators 'lab assembleda set of workshoP.materials. These' materials have

.been shown to be useful throughtxtensive pilotstudies and field, testing in divergesettingsthroughout the state.'

..

-

Tpilajor,

component-of these materials, awork-shop 70' ndboOk,' includes most of the materials neces-sary fora workshop team to plan and .bonduct work-

shops related' to the. infusionprcicess. Special.booklets'for teachers and counselorscalled. "Infusion Handbooks,"provide step-by-step in-structions in applyingtheinfusion process. Includedin'the workshop handbook,the booklets are alsoavailable separately for

use by workshop participants. Additional materialssuch as 'examining Career Education" and "PersonalGoal' "S ing",' are useful aids in introducing peopleto the concept of Career Education and in encourag-ing pa, ticipants to implemimt their newly acquiredinfusion skills.

The participant in a Career Education workshop.where infusion skills are beilig taught and " appliedwill benefit from two additional aids:

The Career Education Resource 6Uide'and theIdeas for Activities manuals.

CURRICULUM'MANAGEMENT

The Career Education Resource Guide is an exten-.sive listing of commercially produced instruc-tional and counseling aids. Each item includedin the listing contains information about itssource, price, and strong and weak points. Allof the listings are arranged according to grade'level, subject matter and career development goalarea. The task of maintaining this guide is acontinuous one, since new materials become avail-able almost daily. As a result, new editions ofthe Resource Guide may become available from timeto time.

The Ideas for Activities manuals contain largenumbers of ideas far teachers and counselors ar-ranged according to their subject matter and.ca-reer development outcomes. Teachers and counselors,parti4pating in a workshop or applying their in-fusion skills, can use these manuals .to plan theiractivities from the sound basis of the experienceof*many Career Education teachers and counselorsreflected in this "Idea Book"."

Successful implemedtation of the infusion pro-cess requires the introduction of a curriculummanagement system in order to assure an articulated'career development program. Such a system can be-come quite complex, but only a simple system isabsolutely essential. One approach recommendedby Career Education practitioners is to allowteachers and counselors considerable flexibilityas they apply their infusion skills, asking onlythat they indicate what career development out-comes they are addressing. As more and more ca-reer development outcomes are addressed, more di-*rection to teachers' and counselors' infusionactivities becomes desirable. One way this direc-tion can be achieved is to involve the Career Edu-.cation steering committee or coordinator as therecord ltfer.

Using a matrix such as the example following tokeep the record provides a visual check of thecoverage a district or school is providing. Asprogress is'made, and more and more infusion isaccomplished, efforts can be initiated to channelthe new infusion efforts of teachers and counselorsinto the areas of greatest need as shown oh thematrix.

V-9

15:2P

OG

01

i=.V 01 CD

W LO(1)

0 CA;

,it y.O fD

rt.

6

CURAICULUWMANAGgMENT MATRIX

Career Development Outcomes

16/

Datacells for informationpertaining to Career Deve1-opment,outcome coverage.

CAREEREXPLORATION

Nt,

Obviously, there is much potential for expand-ing the curriculum management system until, ideally,at some point records are available which indicatethe progress of specific students. Districts orschools are encouraged to design an effective andpractical system for their own situation, giventheir resources. One important expansion of this~system i to record the results of delivery sys-tems oth r k than the infusion ptocess. An examplewould be e exploration program as described inthe next paragraphs. In this way, the matrix, orwhatever techniques are used, becomes a valuable 'aidin building a comprehensive and well coordinatedCareer Education program.

One outcome of a thoughtful analysis of the in-fusion processis a.realization that not all careerdevelopment outcomes can be reached in an instruc-tional setting where conventional subject materis the primary target. That is, the infusion proc-ess cannot be expected to do the whole job ofdelivering career development content. The under-lying cause for this apparent shortcoming lies withthe nature of one aspect of career development:exploration. Exploration, as a foundation forviable--cision making, has long been known toinvolve substantial experienoe-gaining activities.The need for acquisition of experiences cannot beeliminated or even reduced greatly by the additionof inf rmation alone.

Unf itunately, as we as program planners designcareer exploration activities around the myriad ofrealities and barriers, we often find ourselveswith a program which provides vast quantities ofinformation to students and relatively little orno significant experiences. There is no reason toexpect such a program to succeed in its charge toprovide a sound basis for decision making unlessthe real experiences delivered to students aresubstantial and appropriate to their interests.

In response to this challenging pioblem, researchand development efforts are underway in the*stoteto develop and test an exploration program design.These efforts have progressed sufficiently to allowthe development of exploration guidelines. Subse-quent efforts to devplop sample programs and

V-11

15i

CAREKkGUIDAN('E

materials and processes to aid in the implementa-tion of the program are now underway. The explora-tion guidelines are included in this section ofthe Handbook for Implementation.

Not even the most enthusiastic supporters ofCareer Education believe that careen.tdevelopmentcontent is totally new to the educational system.Some teachers and many counselors have been active7ly e? gaged with career development as a part oftheiri_tylryday actions. With the growth of heCareer-Education movement, the efforts of t esecounselors are being recognized as the b is for aCareer Guidance program. To expand the careerguidance activities presently found in the schoolinto a career guidance program which reaches allstudents, role changes are required. 11-te counsel-

.or must restate his or her case for shedding inap-propriate duties and prepare to assume a moreactive responsibility for helping students reachspecified outcomes.

The counselor who is a part of a career guidanceteam will find his or her duties including muchmore contact with: 1) groups of students, 2) teach-ers, and 3) the community. The amount of timespent in individual counseling is likely to require

-a supplement of-group work directly with studentsor indirectly through teachers.

New strategies or programs which are likely tobecome a part of the school systemas Career Edu-cation grows will probably rely on the developmentof a team of teachers and counselors. The explora-tion program, for example, probably cannot succeedwithout the assistance and participation of coun-selors. The counselor's role in such a programcan extend beyond the traditional' role of helpingstudents develop decisions and plans. It can .

extend into the curriculum itself until teachersand counselors consider themselves equal teammatesfacing the task at hand. Similarly, the infusionprocess can benefit from the advice and participa-tion of counselors with teachers.

Planning role changes and successfully gainingacceptance of the changes by teachers, studentsadministrators, parents and counselors, themselves.

V-12

1 5 )

requires that current knowledge and okillo ineffecting change be applied to the tank. To aidin thin taoK, a Process Guide for Career Guidanceis being developed by the Department of Educationin consultation with a large group of MichiganEducators.

PLACEMENT Preparing for and eotabliohing life roleo iothe major focus of Career Education. ho a moult.

dmuch energy io devoted to the deveipPment of deliv-ery syotemu to roach Career Education goals iden-tified to describe thio focus. Without a oucceoofuleffort to help individuals prepare fOr and effecta transition from ochool tot the ,non-ochool commu-nity, much of the prior. effort may go unused.Placement prograMs have ao their purpose to providepreparation for and assistance in making the tran-oition from ochool to non-ochool life. During thepant several years much has been learned abouteffective placement programa. The bulk of thioknowledge io presented in the booklet "PlacementGuidelines," which io a part of thin section ofthe Handbook for Implementation.

Occupational There is a clear need for current regionalizedInformation occupational information in the ochool uyoteM auSystem Career Education iu groWing. Prouently in Michi-

gan, the VIEW (Vital Infprmation for Education andWork) and KM .Ignotant Career Program Directory)syntemo are ava able to serve this need.

VIEW in essentially a career information acqui-sition and dissemination system providing perti-nent regional information to uoero '(teachers,counselors, student° and °thorn) via a microficheoystem. All VIEW documents are filmed and distri-buted in microfiche form (24'to 1 ratio).

F. r.The obligation of schools wishing to etilize

the VIEW system during the 1975-76 ochool year willbe to provide their own microfiche readers and/orreader printers, as well ao deoignate and providea building VIEW implementor for a 3-hour in- servicetraining progrAm conducted by members of the VIEW,staff.

V-13

56

tie,

STAFFDEVE1 A ',14Eill

ti

For more information, distrietn nhould contact:4

VIEW/Career Development UnitMichigan Department of EducationBox 928_Lansing, Michigan 48904(517) 373-3370

ICPD io a oervice to school youth and adultowhich provide° enrollment data on post - secondaryprograma in Michigan community eollegeo. The linerdialo a toll-free number and findo out which pro-grams are available, where they are located, and-general information about the college. The collegefollow/ up within five working days with apocificinformation on program) of intereot and admionionmaterial°.

An enlarged and more extenoive occupational in-formation nyntem in now under developufent in theMichigan Department of education, which will great-ly incXedoe the capability of the ICPD and VIEWoyotemo. Au thin nyotem growo, the Michiganpartment of Education will inform local ochooloand ()their upern about the occupational informationoerviced'which will be available. Services whichare planned include guideline° for operating OIS(Occupational Information Syntemo) alt the locallevel, exploration material°, and an optional com-puter-anointed career exploration program. Con-tacts for information should be made to the aboveaddrenn.

The development of Career Education, as in thecane with moot any educational innovation, relienheavily onhigh quality in-service effort°. Thestaff of a district represent the single greateotsource for their own development. The. effectn ofpeers on each other has long been known to be amajor cause of change or improvement. With carefulplanning, strategien to develop programs can be .

implemented which capitalize on peer retlationshipnas a major instrument of staff growth. ``The nuggent-ed organization, that is, steering committees andlocal coordinators, is felt to be an effectivetechnique of causing general staff growth.

1 5

V -14-

Many times, however, it Jo desirable to bringin Dow hap. The universities are a valuable andfrequent source for thin aasiotance. To increasethe capability of university people to provideanaiotance to local achoolo, the Department ofEducation has been working with a consortium ofteacher education institution in Michigan. TheCareer Education Consortium, an it is called, hasbeen active in developing and delivering in-oerviceprograms for diatricto throughout the atate-* Formore information please contact any of the follow-ing:

CENTRAL MICHIGAN UNIV.Mt. Pleasant, Mich. 48859(517) 774-3208

EASTERN MICHIGAN UNIV.Ypailanti, Mich. 48197(JIM 487-3270

FERRIS STATE COLLEGEBig Rapids. Mich. 49307(616) 796-9971

MICHIGAN STATE UNIV.East Lanaing, Mich. 48824(517) 355-9606

NORTHERN MICHIGAN UNIV.Marquette, Mich. 49855(906) 227-2400

UNIVERSITY OF MICHIGANAnn Arbor, Mich. 48104(313) 764-8424

WAYNE STATE UNIV.Detroit, Mich. 48202(313) 577-1664

WESTERN MICHIGAN UNIV.Kalamazoo, Mich.. 49001616) 383-1690

Additional information can be obtained from:Robert Wolohan. Educational Conaultant, PersonnelDevelopment Unit, Michigan Department of Education,Lansing. Michigan 48904, f517) 373-8626.

Plans are underway to expand this participationto other institutions. As this is done. addi-tional contact information will be provided.

158v-15

FOREWORD

This handbook is4designed to be anintroduction to a larger collection ofmaterials on Career Education which areavailable through the-Michigan Depart-ment of Education. For districts whichhave not yet developed' their plans for WCareer Education, as well as for thosethat are already immersed in initialplanning or experimental impleme4tation,this handbook is offered ms a "ddit-yourself" suggestion book. It isplanned as a practical guide to findingyour own answers to the needs of yourdistrict--to present some possible waysof going about an undertaking that isimmense in scope, but as capable ofvariation as the diversity of Michigandistricts demands.

ACKNOWLEDGMENTS

Acknowledgment is hereby made ofthe many valuable. contributions vf thoseadministrators, Career EducalsaAr, andlocal community members who have assistedwith their advice gild comments in thepreparation of this handbook.

Deserving of special recognition are1) those individuals at Michigan StateUniversity, Bay-Arenac IntermediateSchool District, Wayne County IntermediateSchool District, and the sevenpartici-pating local schools of the ExplorationProject, and 2) those individuals whocontinueto pioneer the state of the artin the other exploration projects withinthe State.

The Kent Intermediate School Districthas provided coordinating services forthe handbook development.

161

EXPLORATION GUIDE

CONTENTSPage

PART A: AN INTRODUCTION TO CAREER EXPLORATION 1 ,

What it inWhy it in necennaryWhen it taken placeMajor cdhceptnExpected outcomen of Career Exploration

PART B: THE CAREER EXPLORATION PROGRAM

Sequence of prova0Figure 1 - Career Exploration Process

PRELIMINARY STAGE

Figure 2 - Stacie I Component()Evaluation of fltudnt prpared6eno

EXPERIENCE SrtAGE

2

3

7

8

9

10

Introduction to explorationWork role experiencn 11

Experience in other life rolnnEstablishing exploration reword keeping 12

PLANNING STAGE

Setting goalsAdditional information 'and experienceUse of community ronourcenCareer readiness.Placement as a tool and an a culmination

PART C: IMPLEMENTING CAREER EXPLORATION

PrerequisitesSome cautions about' program planning

162

13

15

16

CURRICULUM[ PLANNING r 18

Figure 3 - The Michigan Career ExplorationModel

1. Internal Curriculum 192. Internal Support Systems3.' External Curriculum 204. B.4cFrnal Support Systems 21.

PersonrftsponsibleFigure 4 - Flowchart of Possible, Xmplemen-

tation Steps for Career Exploration 23'Need for coordination . 24 .

Figure 5 - Subject Area /Clusters ,..

Curriculum Management Matrix 25

'Genera,. responsibilities..., 26For the teacher and Counselor,Special counseling responsibilitiesFor Administrators A 27For community persons .

6

/,

RESOURCE MATEfIALS

Consultant" s-erviees

cto

O

163

28A

4,

What it is

4

-PART A: AN INTRODUCTION TO CAREER EXPLORATION .

'Career Exploration is a program which cutsacross subject area boundaries of Career Prepira-tion and Career Developmeitl-as specified in theMichigan model for Career Education. It may occuras part of regular, existing classes, as new and .

specialized courses or a combination of both.

It gives stu dentsan opportunity to carry their.exploration of various life roles 'out ot,the

- .classroom into the lifd ofhecommunity. It pro-yi:des."-direct community experiences whitish complementtheir classroom learning experAen6e6.

Care*ft- Exploration is a Vehicle through whichte4chers Cap help students gaill insight into the

. relatignships between tie knowledge and skills ,

they study and the knowledge and skills requiredfor their intended present and future life roles.

It is the utilization of community resources asan integral part of the instructional process, anessential element of comprehensive Career Education.

Why it is If we accept theltheory that students are goal-necessary oriented--that is, that they want to see a reason,

a long- or short-term goal for anything they un-dertake--we believe that 'they will work better ina "career-oriented"' turriculum. This curriculumis one in which students will be conscious of theimplications of the learning activity on theirpresent or future life'roles. It is 0.so one inwhich the career-oriented learning activity involves a realistic application of th4 skills theyare learning tb these present or future life roles.In the Career Exploration program they have oppor-tunities to practice these skills in' real-lifesituations.

We believe that students learn best from speci-fic experiences from which they can generalize.By providing these specific experiences, CareerExploration gives students new information onwhich to make effective decisions about. their life

16i .

V-1

..

roles. These life roledxperienc may be both'simulated and direct, but theymu t involve morethan papek, pc>ilos and books if they are to pro-vide the basis for valid judgments. Too much of.the existing.dareer Education effort is probablyinvolved with informatioh...ether thap'aperience,

- proddcirig youth'.who,are '9cnowledge rich andexperience poor."

. .

Carper Exploration is also a means, of taking ad.-Vadtage:of the vast reservoir of community re-'sources which should play.a.part in the educationofour youth. For too long the potential of mostqf the community has been ignored or forgotten.

-Every community can offer .resources to givet'studentsbxperierices with most of the major life .

roles: Ocdupational, family, citizen and'leisure,even though some are muchimore limited than others.Our conception of community resources mast becomemuch broader-in scope-than the few traditionalindustrie or civic activities which have beenvisited by. classes in the.past.

Although Carper Exploration in some form taxesplace almost continuously between kindergarten and

adulthood, a formalized emphasis on explorationshould begin inmiddle school: and continue through'high'school.. At the 'beginning of the, middlegrades, when career -and ,self-awareness and'assespent, decigion-making:'eommdnication and informa-tion-seeking skills have been acquired,.the CareerExploration, program takes the student to 'situationsin thaclassroom.add the, Communify to learn.aboutvarious life roles fiEsihand. -The kriowledge-ptu-'dents gain through these experiences forms the ';

basis - for their career 'decisions and career plain- -ning.. Their tentative decisions related to liferoles are then further explored and implementedthrough tchool'and,community. experiences Ouring.the highschool'ears. Thus the.comprehensiyeexploration of.varrous Occupational-'clustera andother life roles, leads to succeSsful(placementhigh school--in both codrseWork and cpmmunityexTerience--and after graduation.'

.

Two,powerful concepts are embodied in CareerExplo;ationt :educatPon through experience andcommunity participation.

V-2

.In earlier times young people growingto adult-hood learned about various life roles from familyand community sources. Today marry adults work,not only away from home, but even away from theresidential communities where their children aregrowing up. Consequently today's children havelittle, if any, Chance to learn through directinvolvement and experience. Their dominant envi-ronment is either the school or the informalsociety of their peers.

Career exploration ca T help fill t s void byproviding opportunities ger learning-t roughexperience. As a major component of e ploration,the direct experience approach can supplementlearning from books and more passive processes sothat each will mutually reinforce the other.

The building of an effective exploratory pro-gram, therefore, requires coordination with com-munity agencies, .industry and business, so that:..(1) experiences can be developed and (2) the pur-

4 poses of the experiences and the responsibilitiesinherent in these experiences are well understoodby students, educators and community members.

.Organizing the necessary school and communityexperiences can result in a better mutual under-standing of the needs, purposes and feelings ofboth community and school people.

Expected As schools move into the implementation of`outcomes of Career Exploration, certain outcomes which areCareer consistent with the Goals t.nd Performance Indica-

_Exploration tors of Career Development i should be expected tooccur. Among these are the following:

Students will:

1. Learn that basic skills'taught in the class-, room are both applicable and essential to

the careers for which they are preparing.

2. cquire information abdu t personal charac-eristics of self and others.

,3. Recognize self developMent g a.lis-long.process

44dtak

1 Reference Guide of Goals and Performance" Indicators for Career Development, Michigan

Department of Education: 1974

4..t 01

16iV -3

4. Underspand individual and group aspects ofbehavoror.

5. Acquire and apply interpersonal skills.

.

6. Recognize educational alternat'ives and theirapplications.

7. Identify and explore alternative occupation-al roles and settings.

8. Identify and explore alternative leisureroles and settings.

9. Identify and explore alternative familyroles and settingsAN

10. Identify and explore alternative citizenroles and settings.

11. Interact with the community as learners andcontributing members.*

12. Understand the nature of decision making.

13. Develop skills in the decisibn-making proc-ess.

14. Acquire skill identifying and evaluatingoptions based self assessment.

15. Participate in career planning.

16. Acquire'knowledge and skills necessary toimplement career plans.

17. Develop skills in monitoring progress on. career plans.

18. Modify career plans to maintain consistencywith changing career goals.

* This outcome does not appear in the currentversion of the Reference Guide. It is however,felt to be worthy of direct attention, so it isincluded here. In the future, it may be includ-

in the Reference Guide. 4

167

as

4

4-

The char the school system is, of course,to plan andltfner experiences to students whichwill result in achievement of these outcomes.From experience, we know that one essential stepwill be to be to become more specific about theseoutcomes. The Reference Guide, available from the

-Department of Education, takes us a substantialdistance toward this objective. Experience hasalso enabled us to identify several additionalgoals for the school system which, when met, willfacilitate the exploration program. They are:

The schools will:

1. Promote, identify and coordinate the use ofcommunity resources when planning anddelivering learning experiences.

2. Provide direction and assistance to studentsas they attempt to put their career plansinto action during school and upon exitingfrom the school system.

3. Prepare staff to accept the development,exploration and implementation by studentsof their individual career p4ns as an impor-tant part of each one's responsibility.

4'

168

V-5

Sequenceof program

O

ANIIIIissolsisasistimarismorksirsommissisliasist

NO,

PART,B: THE CAREER EXPLORATION PROGRAM

N...

This section presents a model exploration pro-gram which reflects what is felt to be the furthestadvances in the state of the art. Schools areencouraged to use this model as theS*An, developand try out their explpration programs. They arealso cautioned that this model is not a provenpractice, and as testing and development contin-ues, changes in the model may become necessary.

The Career Exploration program models is plannedaround three overlapping staaes of development,which will be described in Oe :following orders

I. Preliminary stage (Role awareness)

Self awareness and assessmentCareer awareness and assessmentDecision-making skillsCommunication skillsInformation-seeking skills

II. Experience stage. (Role identification and. exploration)

InformatOn on major life role areas'Transition from classroom approach to

experience approachHands-on experiences

III. Planning- stage-4Role participation)

Career Planning

Goal developmentIdentification and selection ofalternative paths

Community resources utilizatipCommunity placemedtCareer readiness

The above stages are pic'tured in Figure I,following.

169

V-7

N.

CAREER EXPLO itAT on lex .t:

c 1t Away enero, AnnenumentCareer Awartt!4n b Explorat ion

be catalon Mak my) kaki II PS

Commun ica,t ion nk

Informat ton Caeekinc; lit.0

I.t.re Play Ex2 lora t Jo.n :

Orrupat Lona 1 Role Explorat Ion

Le i nure Role Expl °rah ion

Pami 1y Rule Explorat ioncitizen Role Explorattsm

Career PlannlLup

Community Renource UtilizationCommunity PlacementCareer Readinenn

GOAL IMPLEMENTATION

kaI. Awareness and asseosment in both the pelf and

. PRELIMINARY career areas is a continuing, dynamic proceso.STAGE During the elementary and early middle school

yearn children will have experienced the elementsof career development through the infusion oyotem.The component° of oelf awareness, career awareneoo,life role options awareneoo and valued awareness,and the necessary okillo for communication, informa-tion peeking and decision making will be taughtwithin the structure of the existing curriculUM.Career development will be infused, or integrated,into reading or arithmetic, for example,, througha change in approach to how it. is taught--not ana oubotitution of one oubject for another.

Fig. 2,

Generally, the transition from infused curricu-lum an the pole Career Education progracpto a Ca-reer Exploration program which complemonto thecontinuing infusion of career development occursbetween elementary and middle or junior high schools.However, it moot be recognized that some otpdentomay be ready for exploration earlier than grader) 6or 7 and Dome much later. Figure 2 indicates thecontinua between no knowledge or okillo and com-plete understanding or okillo on which any otudentmight be found at any given point in his or hereducation. Although the componento described aredesirable prerequioiteo to the exploration program,it cannot be expected that otudento will have pro-gressed through the entire continuum by the timeexploration begins.

STAGE I COMPONENTS

no self self awareness selfknowledge and assessment understanding

t 1

.

no career career awareness; useableknowledge and assessment career knowledge

i I

dependence decision making independence

useable com-no skill communication skills munication skills

information-seeking useable informa-no skill skills tion-seeking skills

Each component of Stage I may be thought of asa eontinuoun process, in which students update,adilpC and integrate what they have learned aboutthemselves or their life roles. As new thingsare learned, that information is processed andintegrated into a new self assessment. All ofthe Stage I components are important as basicpreparation for exploration of the major liferoles.

In the preliminary stage of Career Exploration,students, with teachers and counselors, shouldevaluate their knowledge and understanding on eachof the components shown in Figure 2. At this time,additional activities, individual studies or class-.room units might be needed to enlarge or refinethese basic understandings in order to make bestuse of Stage II, the experience stage. Upon in-stallation of the Preliminary Stage, a transitionwill have been made from the infusion process as.the sole Career Education delivery system, to theinitiation of Career Exploration as a separatesystem which complements the ntinuing infusionthroughout the remainfhg scho 1 years.

Once the student has achieved reasonable aware-ness and assessment of self and careers, stepsmust be'taken to prepare for exploration intovarious potential career options.

An introduction to exploration might includediscustions of such qaestions as Why explore?What is a career? What are my opportunities? Howwill I know what I have done?

Learning about what a career.is might includeexperiences to explore how people spend time. Itwould point out that people do some things theylike to do, they do things they don't like to do,and they tend to do things they can do well.People engaged in a range of job, leisure, familyand citizen activities may be asked about how theyspend their time and whether or not they like whatthey do.

In the beginning activities in the ExperienceStage would be limited to role playing,or simulatedexperiences, which would help build student confi-dence for actual experience in real-life situations.

.1 '7 2,

V-10

Work roleexperiences

Experience inother liferoles

f

A study of opportunities should lead toactive but brief experiences in a wide variety ofwork roles. Experiences should be selected accord-ing to a clustering system sofas to represent a widerange of occupational groups, and a series of ex-periences, both in-school and out, should be de-veloped in each of 12-15 clusters. The groups-ofexperiences should allow students to experienceeither first or second hand a,range of occupationalopportunities within the cluster and to explorethe relationships among clusters. Several importantwork factors should be used to guide development of-the experiences: work duties and responsibilities,work relationships, work environments, work skills.The emphasis should be on broadening, not narrow-ing. Students should continually be stretched tosee new opportunities.

The ,Oxperiences should be spread throughout thecurriculum so

all

students can experience widelyand so that all faculty become involved in thissection. This may be accomplished by assigningcertain clusters to certain subject areas. Experi-ences should be designed to reinforce subject areaskills as the skills are required by students toparticipate in the experience.

what are my opportunities? ,includes not onlywork roles, but also family, citizen and leisuretype roles. Students will come to understand thatcertain types of work are done by different peoplefor different reasons: Painting a room is part ofhome and family responsibilities for a homeowner,but it is a job for a painter; child care is afamily responsibility for a parent, but a job fQXa child4lcare worker. Community experiences shouldbe provided to give students a sound understandingof'family, leisure and citizenship roles as wellas work opportunities.

In this way the Experiende Stage provides abetter base of.information through experience ineach of the four major life roles, it makes the

pr

1A commonly used system is the 15 occupationalclusters identified by the U. S. Office ofEducation

174

V-11

a

C2

transition from the classroom approach to experi-ences that model the outside world, and it permitsactual "hands on" experience in selected areas ofthe outside world.

The question How.will I know what I have done?.may be answered by helping students think aboutand record the expdtiences they have had in thepast, as the beginning of a continuing recordingsystem for Career Exploration. Individual stu-dents' record" will be essential for a coordinatedprogram of exOloration throughout a student'sschool career.

.00

The Planning Stage is the third major part ofthe explOption model. In the planning stage thestudent will have opportunities to set goals andgenerate plans to reach them. While some of thesegoals may be related to school or personal matters,they should also involve initial and tentativedecisions about life roles, especially occupation-al interests. It is important, therefore, thatthis stage of exploration make use of and continuethe expansion of preceding experiences from Stages 5I and II as a basis for rational. choices.

While processing and integrating previous ex-periences students can gain additional understand-ing by exploring through existing school classesand in the community. Courses that are exploratoryin nature allow individuals to try occupational andother roles with great intensity. For example,drama classes put students into performing artsroles; industrial arts classes, into some indus-trial roles; journalibm'classes, into researchroles. Courses that afford good opportunitiesfor in-depth exploration should be identified andutilized.

Students should have the opportunity to utilizethe community to ledrnabout life and work roleswhich cannot be included in,the school curridulum.A portion of their school experiences should bespent in the community in such activities as in-ternships, group4Obsermation, and actual workexperience.

174

V-12 (

Careerreadiness

To thiO end, they should be shown a full rangeof community resources and introduced to their usethrough active experiences. Besides business, in-dustry and'labor resources, they may learn aboutprofessional qareers, social agencies, child care,homemaking, religious institutions, governmentalbodies and services, recreational activities orlocal politics. Community organizations like theChamber Of Commerce may in many cases assist witharrangements.;to make such exploration poisible.Although many community contacts will be arrangedfor students as,part of the Career Explorationcurriculum,, it is also important that studentlearn how to recognize and use copmunitp resourcesto meet personal needs both during school andthroughout their lives.

0

Students preparing to implement career plansshould take the initiative to acquire the skillsneeded to accomplish their goals. In additionto the specific. knowledge and skills required forthe chosen occupation, the individual may realisethe need for communication skills in seeking a jobor acquiring experience. These may include letterwriting, speaking; listening, interviewing or even&personal grpotning. Such skills may even be neededin order to arrange experiences in the community.for the explorlon of life roles.

The role of the school is to assist the studentin any way possible to carry career plans to frui-tion., however much they may change in the prwess.The help may come through coordinating access tocommunity resources, assisting with.courses and=curriculum selection, allowing credit for careerplanning or providing individual and groupcounseling.

Placement as Placement of students in school ana community4,tool and as enviropMents which facilitate the accomplishmentas culmination of their-goals is an important function of the

school. Placement is a means to reaching careergoal's. But to the school, plactment is also afinal evaluation of how well, in my cases, ithas done in preparing the individual for his orher future. The exploration program relies uponthe placement function to provide theneCessarycommunity points.of contact needed to help studentscreate viable career plans and to prepare adequately

V-13

for them. Similarly, the placement effort relieson an exploration program to eaoe ito task of.helping students make the transition from schoolto the next significant environment, whether itbe a job, additional training' and higher education,volunteer activities or other 9ituationo moresuited to the individual's needo and desires.

17J

V-14

"Prerequisites

PART C: IMPLEMENTING CAREER EXPLORATION

Before a Career Exploration program can haveeffective implementation, certain conditiona muatexist in the schools.and community.' Theoe pre-requialtes are essential to the succeoo of the pro-

. gram.

A high level of commitment oh the part ofteachers and administrators will be oneof themost important ingredients. A mutual'agrementthat.expexiential edudation is important providesthe foundation" for examining the total communityfor learning sites and situations which might bmatched with student interest. if the cooperati nof the community Ls to be obtained, administrdtorsand teachers must demonstrate interest and-supportat all times.

-$.

School board commitment to exploration, basedupon an awareness ofthe processes to be employedand desired outcomes,..is a second prerequisite toeffective implementation. As representative4 ofthe community as well as persons with.influencein the community, board membei-scan.piay a strong

' supporting role in establisrling'commpntty.based,exploration sites and interpreting the program tothe community. ,

-a third prerequisite is the willingnessmithincommunity agencies, business, labor and 'industryto embark upon a program that kill require time p.and a level of involvement,, which may not be.ini-tially understood by either the school or the com-munity. Indications of the community's ability torespond exploration can be setured through con-tacts wi the hamber of commerce; unions, serviceclubs, 'c tizen advisory groups and other organiza-tions tdhptioning in the community.

tl

The fourth essential is the integration of thecomponents of career developMent at all levels inthe schogg. This prerequisite, which depends onthe classroom teacher forAmplementation, may bemade through the infusion.process.

V-15

177

While Career Exploration prdgrams, to becomeviable, muct be adapted to local conditions, themodel in based upon some onsideration° which (

nhould not be ignored when changeo or alternativesare considered. To aid in the oucce-ovful adapta-tion of tti model, it is important to keep theseconniderations to mind. 'They aret

1. kxploration opportunity shoujd be nearlycomprehensive, covt-tinq all 'pontlible careero.

'2. Exploration should prevent premature narrow-ing by providinq,.breadth in eactwtudent'sexploratory proVagi.

3. After initial breadth, students should .beable to narrow their exploration basetl upontheir interests.

4. Exploration opportunity in essential in thegrides 7-12.

5. One exploration program may not be able tomeet the needs of every grade level of alltypes of scpool,p.

ti

6. 2, effective exploration programiprovidesexperience as well as infOrmation to thelearner *

7. Exploration is for all students.

S. Exploration should take place in'real settingsand processes -- -the involvement of. the' communityin the exploration delivery system. providesthe most direct source of real.. settings andprocesses.

9. Exploration should be guided by sys.tematicallymade decisions by the student with the aid

4 of teachers, counselors, administrators, andothers such as parents, friends and othercdmmUnity,yambers. .

Some general cautions concerning the planning.Of Career Exploration programs have been offeredas follOws by experienced program developers:,

V-16

1 7 8

.c.

S.

)

,

'1. Do not design a program that prematurelyftarrws optionsfor studeints. Narrowingbegin.s in Stage III. -

2. Do not attempt to 'force too much into asingle experience, i.e., a high schoolexploration course.

-3.-De not get Away froman experience-basedexploration by attempting.to "teach" toomuch content. Content and skills shouldbe taught as they are needed to partici-pate in the experiences.

4: Do not design a progradi that isolates stagedfrom each other,-i.e.', Stage I discrete frontStage XI.' Overlapping stages are essentialto meeting individual differences in careerdevelopment.

1

179V-17

The school or district beginning to plan a''Career' Education curriculum will find the Michigancareer Exploration Model (Figure 3). includes fourelements which may help.to organize their think-1'ifig. These are (1) the internal curriculum withinthe school,- (2) tine Lmternal suppori systems with-in the school, (3) 'the external curriculum baiedin'the_commmnity, and (4) the external support

..systems of the commmnity. Each of these will bedefined below In relation tb'what they-may include.

t THE MICHIGAN CAREER 'EXPLORATION MODEL

SCHOO

InternalCu iculum

ExternalCurriculum

Internati

SupportSystems

ExternalSupport aSystems

1.InternalCurriculum

0 In or ing a Career Exploration curriculum,individua stricts will ma planning decisionsbased on t eir own needs an circumstandes. Thecontent of the four major lements may be approachedin various ways to utilize existing personnel andresources most effectively. For'example, forStage I the elements listed under internal curri-culum may be integrated into existing classes.In Stages I and III, these elements may need to

.131R covered n a separate course, a series ofcourses, or combination of new and existingcourses, while the infusion process continues inother classes. hools may also as ess what ispresently being taught in the,4vario Career Eploration stages in relation to the ollowing dcom-ponents of the internal curriculum so that suc-cessful present activities may woven into thepattern of the new curriculum.

1. _Internal Curriculum

a. Self awarenessb. Career awarenessc. Career explorationA. Life role options awarenesse. communication skill buildingf. Values awareness

41. Information-seeking skill buildingh. Deaisiod-making skill building

2. °'-':Support systems within the schools which canInternal provide substantial backing for the instructionaSupport \ functions of Career Exploration may include theSystems". ,following elements and services:

2. Internal Suppoit Systems

a. Assessmept techniques (e.g. aptitudemeasures, interest measures, self-concept scales). Assessment instru-ments such as OVIS and GATB might beconsidered appropriate.

b. Group guidance techniques, employed toindividualize and personalizepexplora.-tory activities.

V-19

181

ti

4

C

c. Information systems,such as the Occu-pational Information System, to providestudents with in-depth information oncareer areas of personfil interest.

d. Community liaison, which can provideassistance as needed in placing Studentsin appropriate,exploration settings. 41>

Procedures need to be identified, andcoordination of school activities in're-lation to use of community resources willbe essential. Community agencies needto understand what to expect from thesChoold.and what their roles in explora-tion will include.

e. dk total guidance system is rsuired.

These internal support system elements will behoused the school and should be articulatedwith 4" other.three components to support thetotal exploration effort.

The external curriculum comprises the totalrange of on-site, community experiences in'Whichstudents participate as part of Career Exploration-These may be arranged for utilization in two maincategories as listed below.

3. External Curriculum:

a. On-site structured experiences focusingon student-identified interests and goalsand providing opportunities for examining '

tasks performed, life styles represented,individual worker background, etc. Thismay be known as "shadowing."

b. On-site, minimally structured experiencesallowing a longer student - workers relation-ship, possibly from three days to one ortwo months' duration. This may be termedan "internship."

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182

4. 4. axternal Support Systems:ExternalSupport a. Input pertaining ,to resources availaIlle.Systems Information needs to be collected on a

broad range of resources. Local resourceguides could be developed. Organizationaccording to occupational clusters wouldbe helpful. Help in identifying andbontacting resources in the communitymay be'available from:

Personsresponsible

I

Advisory committeesUnions

\Service clubsChamber of CommerceGovernmental officesOthers

ID: Establishment of procedures to spell outhow students can be involved,., what skilldcan be accomplished, and the specificrelationship of involved agencies withthe exploration program. Advisory com-mittees may provide one avenue for makingthese determinations.

c. People resources for useas speakers orrole models, or materials usable in theeclassroom.

Development of the Career Exploration curricu-lum will probably succeed best if it involves thejoint responsibility of various groups rather thanbecoming the program of any given department.Among those who might participate in the planningare the following:

a. Program developers (probably a subcommitteeof the.Career Education Steering Committee)

b. Instructional staff members

c. Guidance staff members

d. Career Education coordinator

e. Representatives' of vocational or other advi-,0 sory committees.

18,

V-21

k

Since Career Exploration will be in most casesa new program, requiring the cooperation of everydepartment or category of school personnel andasking for extensive cooperation from.members of

the community, it is essential that representa-tives of all interested groups participate inplanning the curriculum. It must be assumed thatadministrative support is present before planningcan proceed, and the administration would probablybe represented as members of the Steering Commit-tee.

A flowchart of possible implementation stepsfor Career Exploration is on the following page(Figure 4). It may be helpful as a process guidefor developing a Career Exploration program in a

locallschool.

1 8.1.

V-22

de

yes

Select Coordinator andSteering Committee

1.0

Select Interested Staff

to Investigate What's

Available 3.0

Identify Need forCareer ExplorationProgram

2.0

no

liminate roqram plans

.1mmi Program Is Adequate10.0

a

Determine Adequacy of

Program Elements forEach Stage

Yes

Yes

Yes

Stage I9.1

Stage I;2

Stage III9.3

No

No

No

Select Program Developers

S.tudent.7

Staff 4.1

CommunityRepresentatives

4.3

4.0

Evaluat ProgramElements for EachStage

Implement ProgramElements for EachStage

Stage I7.1

Stage II. 7.2

Stage III7.3

7.0

ts

DetermineIn-ServiceNeeds ofProgramDevelopers

5.0

Develop programElements for EachStage

Stage I6.1

Stage II6.2

Stage III6.3

6.0

FIGURE 4: FLOWCHART OF POSSIBLE IMPLEMENTATION STEPSFOR CPiREER EXPLORATION

V-23

18.3

Career Education and Career Exploration inparticular will demand greater cooperation amonginstructional personnel than ever before. Thoseindividuals who have a direct impact on students:teachers, counselors, administrators and communityresource people, must work together if the totalexploration program is to develop and operate ef-fectively.

A program so complex, which involves bothCareer Preparation and Career Development aspectsof the curriculum, is likely to encounter prob-lems of management unless provision is made forefficient coordination. Planned coordinationwill be essential, both for the functioning andinteraction of the four curriculum elements andfor the planning of courses.of study for the indi-vidual student.

An essential aspect Of coordination will bethe record keeping needed to assure every studenta comprehensive Career Exploration program. Onemanagement tool which might be helpful is the,Occupational Cluster-Subject Area *Matrix shoWn asFigure 5. This master matrix, which' shows the 4coverage of clusters by subject areas, could beused to monitor student experie.nce and would showat a glance which clusters students have experi-enced and in which subject area field they wereinitiated. It can alsebe used by curriculum de-velopers as 'a means of mapping progress in instruc-tional unit, development.

V-24

18 6

FIGURE 5: SUBJECT AREA/CLUSTERS CURRICULUMeMANAGEMENT MATRIX

CLUSTERS

SUBJECT AREAS

1. -Health

. . < _c_ .

2. Agri Business and NaturalResources .

3. Business and Office4

1

4. Public ServiceOA,

,.

-'1

5. Communication and Media

6. osp,itality & Recreation

7 Manufacturing,

4

8. Marketing & Distribution, .

4

9. Construction

.

10. Personal Services 7

-,

11. Transportation

12. Fine Arts & HumanitiesN,

.

.

13. Environment

14. Marine Science_

- ,

15. Consumer Oiomemaking.

1.

Depending upon the school's present orientationvto Career Education, varying amounts of prepara-

tion will be required to develop an explorationprogram. Outlined below are some of the activi-ties or processes which teachers, counselors,administrators, students and community cooperatorsmay need to undertake in developing CareerExploration.

1. Assess present practices in the light ofcareer development needs.

2. Assess pupil readiness for exploration,based on achievement of Stage I skills.

3. Assist in the assessment of student inter-ests, aspirations and aptitudes.

4. Infuse cluster oriented information andexperiences into the regular program.

5.. Use cluster-related Career Exploration, unitsin existing classes.

6. Acquire counseling and teaching skills andknowledge necessary to plan,amd conductCareer Exploration activities, includingcommunity familiarization, career develop-ment theory, and others.

7. Plan cooperatively with other school person-nel and community mefnbers in curriculumdesign.

8. Become skillful in analyzing materials andcommunity resources.

09. Become skillfUl in utilizing new materials

that relate to appropriate clusters and/orutilizing appropriate resource people.

1.'Test students for exploration readinessand interest areas.

2. Develop expertness in conducting group gui-dance sessions, whether within or outsideregular classes.

f1

V-26

Foradministrators

3. Contact community supporters to explore com-munity resources, organize procedures forobtaining community assistance, and developsystematic techniques for recruiting, train-ing and coordinating community instructors.

1. Facilitate the modifications necessary with-in the organization (grades, schedules,assignments).which will allow students toparticipate in exploratory experiences.

2. Establish policies which will allow facultyto analyze community resources, recruit com-munity instructors, develop instructionalmaterials, etc.

3. Become knowledgeable about Career Educationand communicate the philosophy and plcggramto the school board.

4. Encourage and facilitate faculty ifl- servicedirected toward cooperative efforts andcurriculum development.

For community 1. Be wilting to serve either as a resourcepersons person in the school or in a community site.'

2. Provide technical assistance during curricv-lu development related to your field orex iences.

RESOURCE w

MATERIALS

3. Assist in identifying and recruiting othercommunity sites and individuals.

4. Assist in identifying and procuring appro-priate instructional equipment and materials.

There are many materials and people availableto help in the development of an exploration pro-gram. One source for these resources is theCareer Exploration research and development effortsof the Department of Education. These efforts,partly responsible for the material in this guide,are also charged with the responsibility of devel-oping sample curriculum materials and other re-sources to aid in the dissemination and develop-ment of Career Exploration. Much progress hasbeen made toward this end. There are many units

1 8

tit V-27

HQ,-

already constructed which will become availablethrough the department. A procedural guide isalso under development. It is entitled "Designingand Using .Simulation's to Provide Career ExplorationOpportunity." In the future, other guides willbecome available in the areas of using communityresources and prdViding work experience opportunity.

As these efforke ppiaTW, many persons atmajor universities will b trained as consultants.*For more information on these consultants pleasecontact:

CENTRAL MICHIGAN UNIV.Mt. Pleasant, Mich. 48859(517) 774-3208

EASTERN MICHIGAN UNIV.Ypsilanti, Mich. 48197(313) 487-3270

FERRIS STATE COLLEGEBig Rapids, Mich. 49307(616) 796-9971

MICHIGAN STATE UNIV.East Lansing, Mich. 48824(517) 355-9606

NORTHERN MICHIGAN UNIV.Marquette, Mich. 4985')(906) 227-2400

UNIVERSITY OF MICHIUANAnn Arbor, Mich. 48104(313) 764-8424

WAYNE STATE UNIV.,Detroit, Mich. 48202(313) 577-1664

'WESTERN MICHIGAN UNIV.Kalamazoo, Mich. 4900X(616) 38-3 -1690

Additional information can be obtained from:Robert Weishan, Educational Consultant, PersonnelDevelopment Unit, MichiarEIDeartnication,Lansing, Michigan 48904, 517 373-862 .

L/

* Plans are underway to expand this participationto other institutions. As this is done, addi-tional contact information will be provided.

190

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VP 1

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.46

CAREER EDUCATION

HANDBOOK FOR IMPLEMENTATION

PROGRAM DEVELOPMENT

PLACEMENT GUIDE

19i,

1

xi !

-VOREWOD",.. . ,

This guide to.t,he establishment andoperation-of a school -based placementprogtam is designed to serve as a compo-nent of the Program Development Section ofthe Career Education Handbook for Implqmen-

,

tatioh. rIt may also be detached from theHandboOk and viewed on its own by anyone

0 primarily interebted in planning and imple-- ", mentinT.sqhool-ubased placement services.

The guide is not intended to be an exhausrtive tat of all possible Approache's toproviding, placement services or to designateany one approach as universally desirable.It"is designed to be of practical assistanceto the user in buildingsa placement programthat will effectively meet the needs of aparticular situation.

t4

; I

1

The majority of students exiting.fromschool are looking for employment. Sincemost schools are already better equipped

.to help the student continue his or her'edu'cation than to help in finding employ.-

4 men the main challenge in providingsch 1-based placement services is in thearea' f job placement. In response tothis, the main thruAt of'this placementguide4674ill be In the direction of employ-ment. However, this should not be inter-pretecOs limiting school-balied placementservic.' tq job placement. To be truly1:effecti , a school -based placementprogram ust coordinate placement effortsto serve t.he needs of all students.

...t 4

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AD HOC 4DVISORY COMMITTEE` ON PLACEMENT

Betty Blackford, CooidinatorStudent ServicesNortheast Oakland

VoCational Education CenterPontiac, Michigan

Wilbur Bolden,'.DirectorStudent Services '

Kent Skills CenterGrand Rapids, Michigan

Alfred Bracciano, DirectorVocational-TeGhnical EducationWarren Consolidate] SchoolsWarren, Michigan m

Beverly S. Chervenak, TeacherBusiness DepartmentJohn Glenn High SchoolWestland, Michigan

4 .

Emily DeMattia, CoordinatorRegioPal PlacementSoutheastern Michigan League ofCommunity Colleges

Warren, Michigan

Chet Francke, DirectdrEducation Systems PlanningGeneral Motors CorporationDetroit, Michigan

Aimo Kartinen, SupervisorSpecial Placement ServicesMichigan Employment Security Comm.Detroit, Michigan

Daniel Kruger, 'ProfessorSchool of Industrial RelationsMichigan State UniveisityEast Lansing, Michigah

Ron Lemke, CoordinatorPlacement ServicesAlpena High SchoolAlpena, Michigan

Jack Martin, DirectorStudent Placement ServicesFlint Community SchoolsFlint, Michigan

Roy McDermitt, PresidentMerit Tool and Die CompanyFlint, Michigan/

David Molinaro, PlacementSpecialist

Vocational RehabilitationServices

Department of EducationLansing, Michigan /"

Edmund Morelli, PrincipalBay-Arenad Skill CenterBay City, Michigan

Gerald Nagy, DirectorBusiness & EducationCo&dinating Council

Flint Chamber of CommerceFlint, Michigan

Wo

Robert Nugent, Career EducationPlanning District Coordinator

Oakland SchoolsPontiac, Michigan

Barbara Ort, SupervisorExperimental & DemonstrationsCenters Pfogram

Michigan Department of/I--Education

Lansing, Michigan'

Philip Pfannenstiel, DirectorPlacement ServicesSault Area Skill CenterSault Ste. Marie; Michigan

Rich d'Rammel, PresidentLoca 547 Operating EngineersDetroit, Michigan

9

AD HOC ADVISORY COMMITTEE ON PLACEMENT

Barbara Rupp, DirectorArea Wide PlacementCalhoun Area Vocational CenterBattle Creek, Michigan

Kenneth Schaeffer, DirectorPlacekent & Follow-upMtPleasantEigh SchoolMt. Pleasant, Michigan

John D. Shingleton, DirectorPlacement ServicesMichigan Sta UniversityEast Lansin , Michigan

Paula Shirks. DirectorPlacement ServicesLenawee Vocational CenterAdrian, Michigan

Gene ThurberInstructional SpecialistSpecial Education ServicesMichigan Department of EducationLansing, Michigan

Robert VanDetteAsst. Principal for CounselingGenesee Area Skill CenterFltint, Michigan

Consultant to the Coqmtee:Lillian BuckinghamFormer Coordinator of PlacementBaltimore Public Schools'Baltimore, MaryYand

Project Coordinator:Joseph McGarveyPlacement CoordinatorMichigan Department of EducationLansing, Michigan

19

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a

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L.. .

ACKNOWLEDGMENTS

The preparation of thin guideinvolved the advice and acciotanceof many interacted people. Acknow-ledgment ic hereby made of theireffort() and valuable contributionoeopecially the member() of the AdHoc Advioory Committee on Placement.

The Kent Intermediate SchoolDintricE had provided coordinatingpervixeo for the handbook develop-ment.

t

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41

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ti

PLACEMENT GUIDE

CONTENTSPage.

INTRODUCTION 1

0 Why School-Based Placement?

AN OVERVIEW OF SCHOOL-BASEDePLACEMENTSERVICES 2

What Are School-I-Based Placement Servic'es?How Does the Placement Service Benefit

a School? 3

What Is Already Being Done?Where Do You Start? 4

Facilities 5

Availability of Services0 Coordination of Placement Programs

Statement of Ethical Practices 6

THE PLACEMENT PROGRAM IN THE SCHOOL 7'

Staff InvolvementExpected Competencies of Plac9Ment

PersonnelActivities of the placement Program

Diagram 1

A Suggested Model for planning andImplementing a School-Based PlacementProgram'

8

10

OPERATING A PLACEMENT PROGRAM 11

The Basic Components/ -

1. Placement Advisory Committee2. Placement Staff 13.3. Ongoing In-Service4. Program Promotion\ 145. Career Information System 15.6. Identification of Placement

Opportunities 7

196.

40.

7. Identification of Student PlacementInterests/Needs 19

8. Referral System 209. Follow-Up and Feed-Back System 21

t10. Evaluation and Modification 2211. Area,Coordination and Support 23

FURTHER ASSISTANCE FOR SCHOOL-BASEDPLACEMENT SERVICES IN MICHIGAN 24

""N Appendix A

A Suggested Model for-Planning andImplementing a School-BasedPlacement6Program

25

Appendix B 30

A Suggested Model for Relating Areaplacement Activities to Localplacement Activities

Jk

OCU0034

INTRODUCTION

)Earlier methods by which y ung persons foundtheir roles,in society are no longer working

avvo satisfactorily in today's complex society. Youthprammi-e? unemployment rates are unacceptably high, and there

is growing dissatisfaction with the consequentwaste of valuable human resources.

0

Legislators, educators, manpower planners, stu-.) dents, businessmen and labor- leaders recognize

that schools can do more than prepare young personsfor their future careers. In addition, they canactively assist students in implementing theircareer goals. This is especially true in the areaof finding and retaining jobs.

For these reasons, the National Advisory Councilfor Vocational Education recommended in its thirdreport that "every secondary school should be anemployMent agenCy." The report further observedthat aschool in which getting a job is part 0the curriculum is more likely to have students whounderstand why reading and math make a differencethan a school which regards employment as someoneelse's business.

The concept of Career Eddcation in Michiganholds that one of the principal components ofcareer development is career planning and placement,that part of the educational process designed tohelp.students develop and implement systematicprograms to reach their career goals.

Aschool-based placement program is an importantstep in building effective Career Education to thebenefit of students, schools, and the community.

4

AN OVERVIEW OF SCHOOL - BASED' PLACEMENT SERVICES

WHAT School-based placement services cover the entireARE range of assistance offered by a school to help theSCHOOL- student develop and implement his or her careerBASED plan. These services Help students to choose andPLACEMENT successfully reach placement goals consistent withSERVICES? their aptitudes, interests and abilities.

The goals can be choices or combinations ofchoices in employment (full-time, part-time, per-manent and temporary), the military or continuededucation.

Initial job placement may not, in itself, besufficient. Retention and upward mobility areimportant dimensions of successful placement ser-vices. Comprehepsive placement activity willresult in some youths' 'being employed while stillin school. In addition to enabling students tocontinue their education, summer employment andpart-time employment during school can be valuablelearning experiences.

The final measure of the success of school-basedplacement is the satisfaction of students thatthese services did, indeed, enable them to meettheir immediate career aspirations .and/or representthe best choice,'given available alternatives.

Building systematic placement progrdMs to helpstudents reach their career goals is not the re-sponsibility of one .person or one institution alone.If it is to be done successfully, it must involvethe cooperation and effort of the total 'community.

Obviously, those involved would include:

- Students- Parents- EducatorsEmployers

- Labor unionsprofessional associations

- Community groups- School board members- Advisory committees- Government agencies- Legislators- Placement agencies

V -2

199

SOWDOES

' PUICVNAIT"SERVICESEIM=

9

An efficient and effective placement programwill help the school create a more meaningful en-vironment for students and staff through:

Buildidg identification With student careergoals,

- Strengthening ties between education andcareer goals,

- Providing information on curriculum strengthand weakness,Briaging the gap between school .and employment,

- Helping in career decision-making and careerplanning.

MT Recen pilot plaiment projects operating inrt

IS comprehensive high schools, area vocational centersmaim and community colleges have demonstrated that.am ma school-based programs which systematically focus on.1:400E7 placement can effectiyely help students find and

enter adult work roles.

Area placement programs that coordinate and sup-'port,the.placement activities of local schools andother community agencies areidemonstrating effec-tivt ways to deliver placement services within a9iv n geographical area.

In accordance with existing Career Educationlegislation, the Department of Education, in coop-eration.with other agencies, is periodicallycompiling and making available to Career EducationPlanning Districts and Local Educational Agenciesinformation pertaining to current and future jobopportunities.

Occupational Michigan has several occupational informationinformation. ° delivery systems, ranging in sophistication from a4e1ivory microfiche-based occupational information retrievalsyatems system to computer-assisted, interactive career

exploration systems. Among these are:

1. Vital Information for Edudation and Work(V.I.E.W.) Program

This program, which is currently operating ina majority of Michigan's public secondaryschools and community colleges, is a careerinformation system which .utilizes the medium

of the microfiche.

2. The Instant Career Program Directory(I.C.P.D.) Project

This program, presently operating on anexperimental basis in Northern Michkgn,uses a Wide Area Telephone, Service (WATS);tine delivery system to convey accurate andcurrent enrollment information on post-secondary vocational and technical programs.

Plans have already been laid to incorporatethese and other delivery systems in a comprehensiveMichigin Occupational Information System.

WHERE The superintendent, or his designee, is theDO appropriate official for initiating action to planYOU and implement a school-based placement program.START? Pe4i

First steps* in initiating such action might beto:

1. Secure the support of the Board of Educationfox,initiating action;

2. Determine how the'p1ahning effort will beorganized within the agency;

3. Choose a Placement Steering Committee repre-senting educatbrs, employers, labor unionsand other community interests;

0

4. Assess placement needs and resources in theschools and the community;

5. Survey existing placement activity in theschools, the community and the surroundingarea;

6. Analyze the information received through"theassessment,and survey;

* for further information see:Dagram 1, page 0Appendix A, page 25Appendix B, page 30

2 0

V -4

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OL7

SBMISCC2S

000=0==02prt.vzsm=calms

Mi. Leanngoyment,$eourltr,Commignion

f

7. Develop a pl based on local needs and, resources.

8. Submit the plan for approval by the Board'ofEducation; and .

I

9. Promote the plan in ihe schools and in thePromotecommunity.

The placement office should be located' withinthe school and be easily accessible to students,school staff and employers. Approptiate spade,materials and clerical supporeshould be providedto accomplish placement tasks.' Alspressential areadequate provision for telephone commUAWWon and

Vek,

a travel budget to enable the placement.' Ufl e todevelop and maintain necessary contact. V employ-ers and other placement agencies for Eih4Oses ofreferral and ollow-14.

A placement program should serve students on a12-month basis and provide services for at leastone year after they leave school.

In planiiing an 'implementing school-eased place-ment services, it/is important to coordinateplacement effort /with other community placementprograms to elimiinate unnecessary duplication ofservices and to *lake maximum use of existinginfor-maion and resoukces.

The Michigan Employment Security CommissionOgEsc) is an especially valuable resource forSchool-based placement programs. Regular services,of the MESC that would be made available to schoolsunder the MESC School Cooperation- Program wouldinclude:

- Job Bank Microfiche- Career information- Planning information- Testing- Job corr information.- Films

$.;4-;; Biochures

Atiplication forms

2020

V-5

0

- Labor Law information'- Resource personne;t

MESC Branch Office Managers should be contactedfor involvement -'i11 the local or area school7basedplacement program. MESC representation on place-ment advisory committees is a good approach toeffective coordination of effort with the MESC.Requests to the MESC State office fors occupationalinformation should be directed to the OccupationalResearch Unit, Program Development Section. Re-quests for labor market information and occupation-al outlook projections should be directed,to theResearch and Statistics Division.

STATEMENT,

It iq important that school-based placementOF activity be Conducted equitably and responsibly on,ETHICAL part of all concerned. It'is in the bestPRACTICES interests of students, staff and employers that a

statement of principles governing ethical practicesin placement be developed. , .

4

General. principles of ethical placement prac-tices might include the following objectives:

1. The open and free selection of placementopportunities that will provide students witthe optimum long-term utilization of their 4.

talents, consistent-with their personalobjectiveC

2. The promotiOn of intelligent and responsiblecareer choices by the students for their owngreatest satisfaction and the most fruitfullong-range investment of their talents. .,'

3. The development of the placement function asan integral part gf the educational systemso that it, as"weil as the total placementprocess, may be oriented toward the estab-lishment of high standards of integrity andconduct among all parties.

V -6

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4

9

A

THE CEMEN PROGRAM IN THE SCHOOL

4cie,' . . .

sucob$144 Iwo school -based placement program in-INVOLVIO vol Al 04 4 community and not only the educa-

tional institution. Similarly, within a school,

a tP- the placement prbgram involves the total staff, as'.,t well as students Und parents. Although-roles may

-° ' differ, none,can,pe excluded from .a'auccessfulprogram.

.

w

o. SO

COMETENCIESOr'VICACENENTPEESOLIZEL,

/.

. While all are volped, however, the principal,responsibility foxIhe day-to-day activities ofthe 'placement proam rests with the, placemeiit,staff. -4-

,

An individual sale, d to organize and/or imple-ment the placement pr in the school shouldhave competencies'relit to the task. The follow,-ing competencies are Seen as related:

- Able to work effectively with a wide range of'individuals and groups.

- Possessing enthusiasm end demonstrated abilityin working with youth. 4Familiar miththe workirfg practices of busi- -%

''fiess, industry, education and government..

= PoSsessing a working knowledge of curriculqm,curriculum content and related educational'

, ,methods. _

- 'Skilled in written and verbal comMunication.7 Capable of organizing and managing a program.- Skilled in sales teohnigues. --

PrAble to work innovatively dinde04-ndently,with flexibility of sched le.

- Possessing a working knowledge of-specificemployment dyndmice: .

.

a. Th'e local labor marketb. Existing comm pity resources and agencies.c. Pair employm,n pgacticesd. Legal work re trictions-e. Hiring patterns, mc.

4f. Job development, referral'and fok,low.;-upg. Personnel office procedures '4

A

:14 7

if 2 0

h. Minimum wage lawsi. Social Security registration.j. Labor union practices and requirements

'ACTIVITIES The activities of the placement program areOF N centered on serving three basic groups:THEPLACEMENT 1. StudentsPROGRAM 2. Employers'- 3. EducationalfstaffGroup2served

rl

In meeting the needs of students,'the placementStudents program would:

EmployeYs

1. Create an awareness of the placement servicesoffered and how.they can be used by studentsin achieving their own career goals.

2. Impart information on dareer, opportunitiesand requirements, to assist students in theircareer decision making and planning..

03. Involve students in, the taskd and responsi-

bilities of placement efforts. I4. Assist students in developing employability

skills necessary to enableithem to gaindesired employment. <

-

5. Identify specific needs and interests ofeach student served' and provide appropriateassistance.

6. Refer the student to specific placement'opportunities consistent with needs 'and

+.r interests.

F011ow up referrals to determine,outcome andany additional needs of students.

In meeting the needs of employers, the place-.ment program would:

1. Create an awaieness'of the placement servicesoffered and how employers can benefit fromthem.

2. Impart information to employers on the job

V -8

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r . p , if.4 . .

i #:.G

7* -

needs/interests of studentspreparation.

d their career

3. Gather information on project d labor marketneeds.

4. Obtain information on, specific job openings,including types of jobs, wages, fringe bene-fits and collective bargainpifig practices.

ments and applicant preparation and interest-:

6. Follow up referrals and placemen s with what-ever additional servides may be eded,

c to m et nianmaking and planning ne essary7.' Involve employers ineducational ecision

Apower and training needs.

To facilitate the efforts of the educationalstaff, the placement program would:

5. Refer applicants adcording to job require-'

° 1. Create an awareness of the placement programand its benefits to.the total scho61 program,as well as the roles of individual staffmembers in the school's placement effort.

2. Work cooperatively with the staff'by Applying information 'and resource materials Ineeded to teach pre-employment skills. t

3. Develop a System for sharing career informa-tion of mutual interest concerning develop-ments in'business, industry, labor andcontinuineredudation: the strengths and/orweaknesses of existing career preparation ,

'programst---and. the, requirements of specificstudents and placement Openings.

4. Inform the staff about what is happening tostudents-through direct follow-up informa-tion from students and employers.

5. Participate in the p4nning,and implementa-tion of curriculum'and piogram changes toenable the staff to meet the needs ofstudents and the community.

V-9

206

Diagram 1

A SUGGESTED MODEL FOR PLANNING AND IMPLEMENTING

A SCHOOL-BASED PLACEMENT PROGRAM

Phase 1

Planning

Assess apemen

- Oeve1opent Plan

.7

Adopttint Plan

ft

Phase II

fin lementatfon

Choose Placement Staff,Select Placement Advisory

'Phase III Identify Establish. Promote Identify

OperationStudentPlacement

A CareerInformation

PlacementProgram

PlacementOpportunities

Interests/ SystemNeeds.

Establish Make ReferralsA Place- To Availablement 1 PlacementFollow-Upand Feedback

Openings

System.

Phase IV EvaluatePlacement

Evaluationand

Program

'ModificationModifyPlacementProgram

v-10

207

'612211SZO .

COMOMMITS. .

IVIOEMET. ADVISORYCOS 'LL

OPERATING A PLACEMENT PROGRAM

A functioning school-based placement programrequires certain basic components. In planningand implementing such a program, it.is importanttb provide for these components:*

1. Placemente,Advisory.Committee2. Placemenestaff3. Ongoing in-service4, Program promotion5. Career information system6. Identification of placement opportunities

- 7. Identification of student placementinterests/needs

B. Referral system9. Follow-up and feed-babel( system1G. Evaluation and modification 0

11. Area coordination and support

A Placement Advisory Committee is an importantpart of a school-based placement program. Sinceplacement services must have a wide range 4f theyare to meet student needs in implementing careergoals, providing these services is the responsi-

illly is it bility of more than educators and students. This

imPOrtudit7 is especially true of job placement. A PlacementAdvisory Committee,can provide:

a. Essential support and advice from a varietyof viewpoints

b. Current information on local labor marketc. Contacts with employers an0 labor unionsd. IdentificStion of placement opportunitiese. Assistance in gaining community acceptancef. A forum for identifying placement problems

and resolving them

For further information on how these 'componentsmight work together, see:Diagram I, page 10Appendix A, page 25Appendix B, page 30

V-11

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7 :4' ;No.; A°

Ob.

Gcoups.represented

Use ofexistingcommittees

0

In order to be effective, a Placement AdvisoryCommittee must be well planned. Ito role shouldbe well defined, reasonable and substantive. Inno case should the'committee be used as a tokengroup to approve decisions already made. Itsadvice will be more freely given and its supportwill be more generous if the committee is able top

- Elect its chairperson- Determine its agenda- Schedule its meetings

Secretarial services and supplies for the com-mittee should be provided by the educational insti-

l- tution.

Groups represented on-'a Placement Advisory Com-mittee Might include:

a. Employersb. Labor or4Snizationoc.-Community groups 1

d. Civic leaderse. Studentsf. Parentsg. Educators

The size of a school, a school district or anarea will to some extent determine the size andscope of the committee. Existing committees, ouchas advisory oommittees to vocational education pro-grams'and Career Educapon committeos, may yell beused if they mect placement advisory needs.1 Wherean area placement program exists to coord6nate andsupport local placement, the placement advisorycommittee might possibly function better at thearea, rather than the local level, Whatever thesize or location of the committee, it is importantthat it be as broadly representative as possibleand that it not be dominated by any one group.

1 FOr additional suggestions, see VocationalEducation Advisory Committees, "A Guide for theEffective Utilization of Advisory Committees,"prepared by Central Michigan University for theVocational and Technical Education Service ofthe Michigan Department of Education.

2.PleACENOW/ .

COMM

's

Cr

The staff designated to carry out placementreaponbibilities on a day-to-day basis is animportant component. of a successful school -basedplacement program. Building this component would

4include the following considerations:

a. Definition of expected competencied.of aplacement staff,

b. Clear designation of placement staff rebpon-sibilitieo,

c. Adequate placement staff.size,d. Incorporation of placement staff within total

school staff.

Placement activities will demand considerabletime and effort on the part of the placement staff.For this reason, a full-time placement staff isdesirable. However, in schools where the size ofthe student body would not require a full-time

Oplacement person, other options might be:

a. A full-time placement person to serve severalschools,

b. A placement person for each school on a part-time basis.

Whatever the size 'of the placement staff or itsdesignation as full-time or part-time, it will beimportant to involve teachers, counselors and ad-ministrators as part of the placement effort.

. '3! . . In operating a placement program, it is impor-.

°moue . tant that provision be made for an ongoinglEU-021011WICE in-service program for those directly involved in

, the placement effort. Such a program would allow-..-.. . for:N

0_

- The development and updating of placementskills,

- Regular exchange of information am g place-ment personnel,

- Early assessment of factors that influencethe success of the placement efforts, (i.e.developments in the local labor market).

2 0

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4. Placement services are needed by students,PROGRAM schools and the community, and they need to bePROMOTION promoted if they are to be successful. Organized

placement services are new to many schools, Theplacement office will be faced with the challengeof making its presence known to the,school and thecommunity and building and preserving a good image.Community acceptance will depend on the perceivedvalue of'the placement program to students andtthecommunity.'

O Planning promotional efforts as an ongoing partof the program will be more beneficial than crashpublicity campaigns. For this reason it is impor-tant to identify:

a. Who needs to be informed,b. What they need to know,c. How the information can best be communicated.

Techniques Some ways of communicating information aboilt aschool-based placement program would be:*

- Personal contact- Public speakingShort films or slide-tape presentationsPublic exhibits

- Bulletin boards- News releases- Open house- Informational tours

Printed materialsPamphletsBrochuresReports

The pl'acement advisory committee and operationalcontact with the school and the community will helpin building good public relations, but-some'addi-tional steps might involve:

a. Presentations at:Fatulty meetingsDepartmental meetingsStudent assemblies

* For additional suggestions see "Approaches toVarious Publics," Part B of "Creati,ng Awareness,Understanding and Receptivity," Career EducationHandbook for Implementation.

21,V-14

-

School board meetingsPTA meetingsChamber of Commerce meetingsPersonnel association meetingsSpecial group meetingsConventions

b. Individual presentations to persons whoseinterest and support would advance theprogram.'

c. News media coverage of events or informationrelating to the'placement program on aregular basis.

d. Membership in community groups.

e. Participation in community activities.

Sw Information, both general and specific, concern-* Matt \ ing career opportunities, requirements, and entryMORWM04. processes must be Made available to students toSte., assist them in decision making, planning and imple-

4 mentation of their career goals.

ACIlaVitt4C1 School placement personnel have important acti-of taacatnont vities to accomplish in assisting the school in:paraconei

t

- Identifying sources of career Information.

- Gathering career information from placemeRtcontacts.

- Interpreting follow-up information.

- Helping students in individual career planningand academia programing.

- Providing delivery systems for career infor-mation through existing school programs andspecial events such as Career Days/Nights for'all students and special interest groups.

- Helping students develop an understanding ofthe steps involved in gaining entry to an

V-15

A

educational prpgram or a job -and the skills.required,to successfully take those steps.

For other' information, see' age 3, Occupationalinformation delivery.systems, and page 5, MichiganEmployment Security Commission, in this Guide.

) he quire A to gain entrance to a i16116.tional.program, an apprenticeship

46grap o ,alijob have much in common. The schooly incorporate existing curriculum and counseling

services in helping students develop theseskills.Where existing programs do not provide for thisassistance, it is. essential that the placement pro-gram take remedial steps to assist the studentsbefore making referrals to placement openings.These steps may be taken on both an individual anda group' basis.

Programs such as "Job Clinics" are helpful indssiting students to develop such "employability`skills" as:

a. Resume writingb. Filling out application formsc, aftderstanding the purpose of an interviewd. Gathering appropriate information to answer

application and interview questions.t.e; Identifying referendes

f. Knbwing how and where to look for employmentg. Interpreting one's needs, interests and

experiencesh. Appropriate dress and groomingi. Employer. expectationsj. Good traits in getting, keeping and moving

ahead on a:jobk.'How to resign from a job or an educational

program. .

For further information consult "EmployabilitySkills" in Vocatipnal Education Performance Objec-tives, and "Career Planning and Placement" inCareer Development Goals and Performance Indicators,publications of the Michigan Department of Edpca-tion.

.?/Cat

V-16

213

FG-1)

spumpicatemaop

0 PLIACRWBUTononarow BS

.4 a

44

U012 dimninga

Lnformation do specific placement opportunitiesis essential for a successful school-based place-ment. program. Traditionally school-based placementefforts have favored post-secondary education atthe college or university level, with less emphasison apprenticeship and/or training programs. Evenso, such efforts have generally not met the needsof all students.

The majority of students leaving secondaryschool require job placement either in full-timejobs, as they implement their immediate career.goal,, Or in full- or part-time jobs as they con-tinue their education to meet the requirements oflonger range career goals. Added to thia are stu-dent employment needs, either part..4.ime or tempor-ary full-time, to continue their secondaryeducation. Consequently, the success of a school-base&placement program will depend in large partoh its ability to identify job placemlint openings.

The identification or job placement openingsrequires a consistent, concerned effort to contactthe employers in the labor market area. Thisshould be done in a coordinated way, so that maxi-

' \ mum coverage is assured without duplication ofeffort. Cooperation among school-based placementpersonnel in the,erea and between school-basedplacement and the placement efforts 9f the MichiganEmployment Security Commission and other publicemployment agencies is essential to achievingcoverage of job placement openings.

Government sponsored manpower programs, such0 as youth employment programs, are importantsources pf.placement opportunities for part-timeand temporary full-time employment. "The time be-tween the announcement of such progiams'and thefilling of jobs is generally short; therefore, itis important that school-based placement programs

0 be alert to such opportunities add be prepared tomake referrals on short notice.

9

-Community-based skill training programs andbusiness and trade schools readily offer specificinformation on available programs and admidsionstandards. Apprenticeship programs endindustry-ibased training programs also supply information

Ohill traihing

1

V-17

214

9

on placement opportunities and:requirements, onrequest.

Colleges an-a---------_,Elaceffient openings in commun ty colleges and( universities four-y lieges and universities are usually ,

identifiable rte4tacting collie 'admissions of-.fices. Specific programs offered and entry stepsand requirements are generally available from thecollege catalogue. Many colleges ff itionalassistance and some actively recru t ctivestudents.

Since such educational/train-ingNp acement isrequired to enable students to ach their long-range career goals, it should be co r inated withplacement efforts to meet the emplo ent needs ofstudents.

Military The branches of the miliary maintain activeservice recruitment programs and will supply information

on placement openings and requirements on request.Generally, the active promotion of such recruit-ment involves relatively little. effort 'on the partof the school to provide students access to suchinformation.

Con iacts by The task of identifying job placement openingspla ment requires that schoo3,7based placement personnelpersonnel have a flexible schedule to accommodate the needs

of'students and employers.

Employers may be contacted by a variety of meth--'ods, the most effective method beirig personalvisitation. This is especially true in initiatingcontacts.

A

Visits to employment sites will enable place-ment pe'rsonnel to gain first-hand information onspe,Cific job requirements.

The development of employer contacts is a total. process, built.on the expectation that both partieswill have much to contribute to each other over along period of time. It should be systematic,inclusive and efficient.

Individual contacts will always involve a per-sonal dimension and can cover a range of interests:

V-18

,.. , .

Umplapro9ntact 2orma

r rte.

cotragelAng

- Information- Specific openingo- Referral- Follow-up

To a great extent the success and continuation.of ouch contacts will invo ve mutual: .

- Understanding- Credibility- Reliability

'In: initiating such a a good startingpoint might be employers already employingformer 'students.

Forms should be developed ta intain a 1l cordof employer contacts. 'They sHoldia prdvOgyirfor:such basic information[: 2r

- Standard identif;iloaticin items- Contact person

Speciltic job openingsSpeci!ic job requirements

-- `Dates and tne of contacts- Referrals- Placements- Follow-ups

The satisfactory placement of stuaents'involvesthe identification of their interests and needs.In order to make this identification and to haveavailable the necessary information when it isneeded for referral to specific placement openings,the following steps are recommended:

- Personal interviews- Counseling- Recording of informationMaintenance Of file of those available

Counseling must be an integral part of any ef-fective placement program. .Examples of some sug-gested counseling activities within a placementprogram follow:*

* For further information on potential roles forcounselors in a school -baled Placement program, seeThe Process Guide for_Career Guidance, a publica-tion of the Michigan Department of Education (Fall,1975) . 2 6

V-19

a. Assist students to develop career plans.b. Help prepare student's for employment by con-.- ducting group job preparationactiVities.c. Provide students with career information;d. CouRsel students regarding their job readi-

ness.e. Visit employOts and students on the job, as

needed.f. Help students makecareer choices.g. Help students select curriculum appropriate

for c :]rder chdices.h. Assi t in follow -up studies.i. Provide supportive counseling services, when

,,needed, tb students already placed.

Student' A widd range of information'iq required to sat-record forms isfactorily meet the placement needs of students.

Standard record-keeping' forms are essential forcollecting and maintaining this information: Manyvarieties of such forms have been developed byxisting placement programs and generally contain:

ti

Standard identification items- Career interests/needs- Developed skills A

Previous experienceEmploiaent preferences

(41- Referral/placement/follow-up ;-

8. The coreof an operating placement'program is .

REFERRAL its 'referral system. Essentially it involvds theSYSTEM matching of student interests-and needs with,avail-

able placement opportunities. Speed and accuracyin referral are basic in making successful place-ments.' In referring students for.employment, thedesired number of applicants should .be"determihedby the placement office in discussions with theemployer prior to referr41.

Specific information on the requirements of theplacement opening will assist the student in deter-mining whether the opportunity is ponsistent withhis or her interests and needs. Once applicantshave been identified, referrals Should be made.. Inthe event that no applicants can be identified,that ,information should be conveyed promptly tothe one offering the placement opportunity.

--9.voadwmpe

"zorfrouxin 2

outv010, ,,graduqtqua

44

Precise information should becimade available tothe applicant on the steps involved in making appli-cation, the contact person,'and the date, time andpl e of the-scheduled interview. A standard

ral form may be appropriate.

Arrangements- shouid be made for follow-upon the outcome of the r erral. In the event thatplacement does not occur, additional referralsshould be arranged ,for the applicant and for theplacement opening.

The day-to-day operation of a placement programrequires an immediate follIge7sp of all referralsif it is to function effecEIVNly. Unless suchfollow-up occurs,- clients will be disappointed andvaluable palocement opportunities will te neglected.Forms '-are ktriporXant for recording follow-up infor-.mation so that the informatiorr may be organizedand analyzer.

In addition, longer range follow-up should beconducted in (ider to determine:

- Placement satisfaction- Adjustment need's- Curriculum strengths oz_weaknesses in prepar-

ing students for their career goals.

Various types of follow-up surveys are conductedby local education agencies. Some of these surveyscover all students leaving school;'pthers coveronly graduates.` Some are-longitudinal surveys,covering students for a number of years a'terleaving school.

In cooperation with local education agencies, anannual follow-up of graduates is conducted by theMichigan Department ofEducation. This fbllow-upsurvey covers specific questions:

- Employment- Post-secondary education- Unemployment- Graduate comments and. suggestions

Participation in this survey allows for a.com-parison of information at different levels:

211

-v-21 .1%

9 r

ti

-.Slate. .

. , - CayeerEdubation Planning District., r Local,

4p

Feed-back of The value of ,a school-based placement program

,information is greatly enhanced if the placement office regu-

' 'larly"shares understandable follow-up informationfor decision making and planning 'with:

StudentsTeachers and counselors'.

- Administrators- Labor market planning agencies- Other placement .programs.

/

10. ' Eva1uation and modification should be an inte-EVALUATION gral part of the/plebementvrogram's operating'.AND plan. In evaluating the effectiveness of the pro-MODIFICATION grams, it is important to consider such things as:

,.

- Students served- Placement openings identified- Referrals made- Placements made- Placement openings not 'filled and reasons why- Types of placements made .

L Earnings- Success.of placements- Conditions of the labor market

In making modifications it is, important toexamine the operation of program components andthe cause-effect relationships Of program compo-nents to'the identified strengths and weaknessesof the placement program.

Provision should be made" for ongoing monitoringof. the program and modification.

.

Reporeing,is,euential to the 44aluation proc-ess. Reports miTy'fall into two.general categories:

a. Informal - those reports necessary to main-tain an ongoing placeMent program. Thesereports are usually made on a weekly or amonthly basis to those primarily Chargedwith operating and supporting the placement

V-22

219O

Ix.

coormoamv

suoromo..

O

,

program, e.g.:

Placement advisory committee- Placement directors- Placement staff- TeachersCounselior. A

pR

b. Formal - those reports necessary to sumtnrize the placement program in terms of itsaccomplishments and. problems arising over aperiod of time. These reports are usually.made on a quarterly, semi-annual cr annualbasis, to those primarily charged with broad-er responsibilities than placement alone, e.g.:

- School boards- Superintendents- PrincipalsAdvisory committees

A Nhbor market wil ez8lly encompass severalschools or school districts. T?erefore, it isadvantageous to the schools anthe employers inthe area to coordinate efforts in canvassing em-ployers and to exchange information concerningavailable manpower and unfilled job openings.

How placeMent efforts in a given area can bestbe coordinated will depend on an assessment of.thevaried needs and resources of that area and thedevelopment of a plan for area coordination andsupport of local placement activities,*

An area placement program would provide the fol-lowing advantages to Local placement programs:

'a. Coordinate job development efforts so thatlocal placement programs would be able tocover the employment market without duplica- .

tion Of"effort and possible inconvenience toemployers: .

b. Coordinate exchange of information on jobopenings so that local placement programs

* For further lnforthation.on how area and calactivities might be cqordinated, see *ppen x B,page 30.- .

V.-23

240

$

would have access to a wider range of jobopening information than they could generateby local effort alone.

c. Enable local placement programs to meet theneeds of employers by making ava e abroader range of students for placem nt.

d. Provide assistance and suppbrt for local,education agencies in starting local place-ment programs.

;e. Provide onioingsin-service training _programsthat would make possible an exchange andupdate of information on placement.

f. Provide local plicement programs with currentand accurate area careet information thatwould enable students to make knowledgeablecareer decisions: ,

g. Provide placemdnt services in the most cost -effective fashion consistent with theachievement of the objectives of the place-iment program.

.FURTHER If you are interested in further assistance inASSISTANCE thp establishment of school-based placement ser-FOR vices, contacts 1

SCHOOL-BASEDPLACEMENT The Michigan Department $f EducationSERVICES Placement ProgramsIN Box '928MICHIGAN . Lansing, Michigan 48904

(517-373-3370)

221

V-24

OM.

kferdin A

pECTIVE

1. kmukplaa=ont?needs autd'

mourcos.

Uavalolac ?rut p9oa.

Adopt.041aceriewr

.1

A SUGGESTED MODEL FORPLANNING AND .IMPLEMENTING

A SCHOOL-BASED PLAcTRINTPRGRAm

Phase I - Planning

PERSONS. RESPONSIBLE

1Superintendent

Superintendent

PlacementPlanningCommittee

Board ofEducation

ACTIVITIES .

Ia. Designate personsresponsible forassessment.

b. Assess lacementneeds and resourcesin e schools andco unity.

c. Survey existingplacement activity.'

d. Analyze and summarizeI fnformation.

a. Secure support ofthe Board ofEducation.

b. Choose a PlacementPlanning Committee.

Review results ofPlacement Assessment.Examine exisildgplacement guide-lines and models-

. Deitelop a placementplan based on localneeds and resources.Identify budgetary .

.resources' and

designate appropriateamounts.identify participatingschools based onplacement. assessmentand placement plan.

22V -25

a. Review 'Oroposedplacement plan.

b. Adopt placement plan.

r`N

OBJECTIVE

.1. Chooseplacement staff.

II

2. SelectPlacementAdvisoryCommittee

f

OBJECTIVE

1. Promoteplacement program

A

Phase II - Implementation

PERSONS RESPONSIBLE

LSuperintendent

Building,Administrators

Superintendent

BuildingAdministrators

Phase III -Operation

PERSONS RESPONSIBLE.

PlacementAdvisoryCommittee

PlacementStaff

2 2.$

V-26

ACTIVITIES

a. Identify staff needsbased on existingresources and

0 population size.b. Choose placement

personnel withappropriatecompentencies ..

c. Assign staff dutieg\consistent withplacement plan.

d. Designate appropriate

a. Select membershipon basis on broadrepresentation.

b. Coordinate rolesand responsibilities.

a. Recommend membersof PlacementAdvisory. Committee.

b. Silect4choolrepresentation ifrequired.

ACTIVITIES

a. Identify targetpdOulations inschool a.nd,

community.b. Devise appropriate

promotion strategiesand techniques.

c. Maintain consistentpromotional campaign.

prOfic3704

1. .Catablich a careerInforgation System

IdentifypladclantopOptunitie$

,

1

e

15

Identify atudentplat wont'latem$tsine,nds

111

. -

4

PERSONS RESPONSIBLE

PlacementAdvisoryCommittee

H

PlacementStaff

PlacementAdvisoryCommittee

PlacementStaff

Placement

Staff

224

V -27

ACTIVITIES)

a. Identify careerinformation sources.

b. Establish a careerinformation collectionand delivery system.

c. Maintain and updatecareer informationsystem.

Advise on strategiesfor identifyingplacementopportunities,especially job openingswithin the labormarket natural to thearea.

. Assist in gainingentree to employtrs,labor unions, etc.far identificationof job openings.

a. Devise strategy forefficient and

. effective coverageof placementopportunities.

b. Coordinate efforts incontracting employers,labor unions, etc.

c. Exchange informationon unfilled jobopenings.,

a. Prepare inventory tof student populationsto be served.

b. .Interview individual-students.

c. Record appropriateinformation.

d. Maintain active fileof students seekingemployment.

OBJECTIVE

5. Make referralsto availableplacementopenings 0

6. Establish aPlacement Follow-Up and FeedbackSystem

OBJECTIVE

PERSONS RESPONS BLE

PlacementStaff

PlacementStaff

ACTIV IES

. Inforfrtfirdent

concerning specificsof placement opening.

b. Arrange interviewwith employer oreducational agency.

c. Monitor interviewoutcome.

d. If not placed, referanother applicant.

e. Re-process initialapplicant.

f. Refer unfilledopenings to otherplacement staff.

Phase IV - Evaluation and Modificatioh

PERSONS RESPONSIBLE

1. Evaluateplacement process

PlacementAdvisory'Committee11-PlacementStaff

Follow-up placementsfor additionalassistance andinformation.

. Collect and maintaindata on placementopportunities,referrals, andplacements.Feedback appropriatefollow-up information'to students, schoolstaff, administrators,.and PlacementAdvisory Committee.

AM,

ACTIVITIES

V -28

Analyze and evaluatefollow-up data interms of placementeffectiveness.Prepare requiredreports withappropriate data,evaluation, andrecommendationsfor modification.

OrAkTIVE

2. EvaluatePlacementProo0c3

PERSONS RESPONSIBLE

ISchool Board

Superintendent

BuildingAdministrators]

Rod IfY a

CatantProgre3

PlacementAdvisoryCommittee

lacementStaff

ACTIVITIES

'a. Receive requiredreports.

b. "Assesi effectivenessof placementprogram.

c. Approve appropriaterecommendations formodification:

a. Re-design programcomponents inaccordance withapproved modifications.

b. ImOlementmodifications.

Appendix B-

A SUGGESTED MODEL FOR RELATINGAREA PLACEMENT ACTIVITIES

TO LOCAL PLACEMENT ACTIVITIES

Under an area placement plan, theinter-relationship of the area *cementoffice and the local placement officemight include the following:

Phase I - Planning

OBJECTIVE AREA ACTIVITY

1. Assess Area PlacementNeeds and Resources

2.. Establish Boundariesof Placement Area

3. Plan Area/LocalPlacement ServiceProgram

OBJECTIVE

1. Initiate AreaPlacement Service

4

° 2. Initiate Placementinservice Program-

-

Survey area in terms of:a. student population,b. existing school-based

placement services,. present student place-

ment patterns,. existing community/non-

educational placementservices,

. labor market,f. projected placement

needs,available resources forplacement.

Analyze survey data anddetermine area boundariesin 'terms- of natural labormarket.

(-0

LOCAL'ACTIVITY

Input locilinformation toarea survey.

ll

Develop area/local place-ment plans usinklocalinput.

Phase II - Operational

AREA ACTIVITY

Cooperatively determinearea placement office:!site. Choose area_placement staff.

Conduct inservice pro-.gram for area/localstaff.

V -30

227

Assist in deter-mination of areaboundaries.

Input to develop-ment and adoptionof area/localplacement plans.

LOCAL ACTIVITY

U Cooperativelydetermine

nstifice_saka_

area placement

Li-Participate in

1inservice program.

rAECTIVE

Soled PlacomiltTdvisory emlittea

Btablish CareerIngamatiop System

-EstOlish O gran-'

mot' InformationSynca

Walla a JobPlacement System ,

11.

AREA ACTIVITY,

Select membership ofPlacement AdvisoryCommittee on basis ofbroad representation.Coordinate rolesand responsibilities.

LOCAL ACTIVITY

Recommend member-ship of PlacementAdvisory Committee.

Establish area systemto collect, manage anddisseminate careerinformation. Coordinatewith existing careerinformation sources.

Select local' place -.

ment,representativeon PlacementAdvisory Committee,

Coordinate area / local

responsibilities forcontacting employers andidentifying job openings.

$

Input on desiredcareer information.

Coordinate area/localreferral system forjob openings.

.Participate in

coordinated-system for con-tacting employersand identifyingjob openings.

Assist in establishinglocal placement servicesfor schools not largeenough to require anindividual local,placement office.

Monitor referrals andplacements:' Redirectunfilled job openingsto other local offices.

v-31

228

Identify studentjob interests/needs. Informstudent conclr-fling specificjob openings,requirements,work °conditions,wages, etc. .

Contact employerto arrange inter-viewsmonitorinterview out-come. If notplacement,refer anotherapplicant.Reprocessinitial applicant.

Refer job openingneeds to areaoffice. Refer un-fillable job open-ings to area office.Inform area officeof job referraloutcomes.

OBJECTIVE

7, Establish a Place-ment Follow7Up,System

OBJECTIVE

AREA ACTIVITY

C011ect and maintaindata on area/local Vreferrals and placements.

. Phase III - Evaluation arctiModification

AREA ACTIVITY°

1. Evaluate PlacementProcess

2. Modify PlacementProgram

O

Analyze and evaluate area/local follow-up data interms of area placementprofile.Evaluate all componentsof area/local placementprocess.

LOCAL ACTIVITY

Offer immediatefollow-upservice to stu-dent, employerand school stafffor informationand job adjust-

iment.

Convey evaluation informa-'tion to appropriate pro-grams and agencies.

Assess area placement ,program as evaluated.

Coordinate area/localassessments.

Collect and main-tain data onlocal referralsand placements.

LOCAL ACTIVITY,

1

Input to area/local evaluation.

Analyze andevaluate localfollow-up datain terms ofplacementeffectiveness.

1-----i Assess localplacement pro-gram as evaluated.

Plan expansion or reduc-tion of area program inpopulation and/orservices.

Redesign area programcomponents as indicatedby modification plan.

Plan expansionor reductionof local programfn populatiOnand/or services.

22t)

V-32

Redesign localprogram compo-nents asindicated bymodificationplan.

,.

\

*

iCAREER I.:DM:A.1'10N

. HANDBOOK FOR IMPLEMENTATION

. GOAL SETTING

4

ft

fA

s

1

Oa

230

L

.iPieiloi(1114,:411

a

FOREWORD

' ;oil setting is a process that is ,Iften

a simple undertaking for a ocbool, and alsoa process that can become the subject of anelaborate study: Thin document attempts tosuggest a compromise approach to settinggoals, which out of necessity may be toosimple or too involved for any particularcrhool district, But in either case, itcan serve as a model from which goal set-ting activities'can be planned.

231

01

1-

STATE,BOARD OF EDUCATION

Arilyn Jean Kelly4

GprtaiiRiethmiller

Edmund Vandette

Annet a Miller

Barb 4fberta)

pcamiani Otto Stbtkmtyeri

1

poger Tiles4 * .**

232

ACKNOWLEDGMENTS

.Acknovledpient is hereby.made of the manyvaluable contributions of those administrators,

-1' Career Educators, and local community memberswho have assisted with their advice and commentsin the preparation of this.handbook.

The Kent Intermediate Sohopl District has pro-vided coordinating services for the handbook de-velopment..

2.k

2 3

0

PAKI

FART II

PAR'1' 1:-

CONTENTS

INTRODUCTION 1

WHY SET GOALS?What goal setting does

1/ 2

WHAT IS A GOAL SETTING PROCESS? 2

What types are there? 2

What is appropriate-for your district? 2

AN APPROACH TO GOAL GETTING 3

OVERVIEW 3

. PREPARING FOR THE TASK 3

MAJOR TASKS, 3

Step 1 4

Step 2 4

Step 3 , 4

Step 4 .. 4

Using the Results 5,

IMPLEMENTATION SUGGESTIONS FOR THESAMPLE GOAL SETTING PROCESS 7

ORGANIZING FOR THE GOAL SETTING PROCESS 7

Who should be involved 8Persons responsible ' 8A task force 9Staff requirements 9Groups to be surveyed 10

Students 10

Graduates 10

Perents 10

Other residents and groups 11

School personnel 11

STEP 1: IDENTIFYING IMPORTANTINDIVIDUAL TRAITS 12

What are the major tasks? 12

Preparing or acquiring the instrument 12

4

Selecting the partipipant group 12Distributing the instrument 13Receiving the instrument 16Tabulating data 16Establishing a list of Important

Individual Traits .16

What costs are involved? 16General time line for these tasks 17What should be done viteresults? 17

STEP 2: THE ROLE OF THE SCHOOL . 18Who should be involved? 18What are the major tasks? 18What costs are involved? ., . 19General time line for these tasks . 19

What should be done with results? 20

STEP 3: WRITING GOALS 20..

Getting approvals 20

STEP 4: ESTABLISHING PRIORITIES 20

Who should be involved? :20

What costs are involved? 21

( General time line for these taski 21

THE FINAL PRODUCT 21

SAMPLE INSTRUMENTS 22

A. Important Individual Traits 23B. The Role of the School 27C. Program Analysis 30

235

4MY:;FT

PART I: INTRODUCTION

e

How well do schools in this country, in Michigan, inyour town,.prepare children growing to adulthood to leaduseful, productive and satisfying lives? Should the Tholepattern of our educational program be adjusted,,adaptea orredesigned to increase, children's self-awareness, careerunderstandings, and decision making and planning skills?

Can this be done while maintaining a well-rounded aca-demic and vocational education?" Is education complete withgraduation or are we responsible for stimulating a thirstfor knowledge and self-improvement that will lead to con-tinuous grbwth throughout the graduate's adult life? Theseare.some of the questions that Career Education ist.ttempt-ing,bleanswer and that Public Act 97 is promoting.

Communities` and parents are now asking as never beforefor schools to justify their existence and the high expendi-tures needed to keep them operating. Much of the criti-cism is leveled against increasingly high costs, high drop-out rates and low achievement.

How should schools respond to this criticism? Do we goon the defensive 'or do we attempt to find out where we aresucceeding or failing and how we can do better?

We live in a period of rapid change, where advances in'''....science and technology have created a world different from

the one we knew only a decade ago. However, our schools,like other institutions, often lag behind the pace of thechanging times and fail to keep in step with the-realitiesofrthe world around them.

As educators, we must be alert to the demands that achanging society makes upon our youth. We must.be ready tomodify our approach and change our directions whenevernecessary, so that what we offer is relevant to the needs oftodacs students.

We must not be afraid toask ourselves: Does everythingwe offer really help children realize their potentials orare some aspects- of our program designed merelyo perpetu-ate the system? It must be clear that only by offeringprograms that equip students with the knowledge, skills

2 3

1

a

*;

What goalBetting does

e

WHATIS

AGOALSETTINGPROCESS?

What typesare there?-

What isappropriatefor yourdistrict?

and attitudes necessary for lifelong growth can we ju tifyour role as educators.

One of the best ways to know to what extent what youoffer is consistent with students' needs is to periodi-cally determihe what, the school's goals should be and de-cide how well your program is meeting them. Through thisprocess schools can identify those areas which the presentprogram 44 addressing adequately and those which needgreater attention. Setting new goals then, is a firststep towfird keeping the school program in step with theneeds o4(your students a n d the community., ek

Goal setting should be a process oflooking at presentschool programs and determining what the schools should at-tempt to do to meet ongoing and future needs. It'shouldseek to identify strengths and weaknesses of the educa-tional program as seen by a broad spectrum of communityusers--students, former students, parents, employers,Jaborand other organizations, school' employees and other resi-dents of the district- -and perhapl set new or modifiedgoals for the total system.

Tiere are al t= iques which coul4 be used to de-*termine: 1) oals are needed and 2).toupon new goals: sen will depend on your judg-ment as to which will work.b st in your community. Somepossible approaches /re:

a) Current program analysisb) External authorityc) Informal goal settingd) Opinion samplinge) Formal -goal setting.

The remainder of this booklet presents a synthesis ofseveral of the above methods of setting goals for a schoolsystem. In a similar fashion, your district may wish todevelop its own approach; using the remaining parts of thisbooklet as food for thought rather than as a guiding princi-ple. In any event, after considering available methods ofgoalQetting, you will want to select the one that appearsto be most suitable for your purposes, basing your decisionon such factors as time, cost, community support and parti-civtfon, and kinds of data available.

2 3 7

2

OVERVIEW

O

PREPARINGFOTHETASK

MAJORTASKS

ff

A

PART II.. AN APPROACH TO GOAL SETTING

The suggestions which comprise this part of the booklet -are all intended to assist the educator in'the task,of de-veloping General Learner Goals. 'The responsibility of theeducator to set goals and to bring to such a process theforesight and insight of a profeasional is not diminished.The suggestions, instead, are all intended to improve the .

basis from which the educator mugt finally develop geReralgoals for the educational eirstem. The Suggested methodsare intended in the main, to gather and organize input froma large segment orthe population. The result of using thesuggested approachee will,. provided that the educator dogsa responsible job, produce a set of goals for, the districtwhich are reflectiire of the interests and opinions of stu-dents, parents) employers, community and labor organIzations,and residents of a community in general.

To conduct a goal setting process, it is suggested thatthe person or group responsible for planning and conductingthe activity begin by gathering related information frO1stfch sources as the U. S. Office of Education, neighboringdistricts and previous goal setting activities within the .

district. At times, they may find valuable insight into themethods used to conduct the activity and, in most cases, in-

,

sights regarding the general concerns of various groupswhich should participate in the goal setting process. Anti-cipation of tffeseconcerns is useful in developing activitiesand materials which effectively cope with problems andspecial interests.

The major parts of the goal setting process presented inthis booklet are:

1) Develop a list of statements which describe prdfici-encies avid characteristics considered important forall individuals, not only during their school years,but throughout their lifetime.

2) Determine which of these statements are felt to bethe role of the school.

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3) Develop goal statements which reflect those statementsfrom'aep 1 which were felt to be within the role ofthe school.

NM,

4) Determine, if necessary, which goals are in need ofmost immediate attention so that limited resources maybe used mere effectively.

The first step in the sample approach to goal settingis a step which involves the effort of both school and com-munity people. The in-school activity includes development ,

(If an instrument and plans to gather community input regard-ing important individual traits. Although a sample is in-cluded in Part III, schools are encouraged to develop onemore appropriate to local circumstances. When an instrumentis developed, a survey should be Conducted which includes tothe extent possible, employers, students, educators, parents,labor and other community organizations.

ll

As a result of the above actiyity, it is possible to pre-r a it'of statements dee619.44ng individual traits

generally held to be important by the community. From this

list, those traits which are the developmental responsibilityof the school should be determined. This process can againinvolve both in-school and community activity. The sug-gested approach calls for an in-school group to prepare aninstrument similar to instrument #2 in Part III. 'A small'

community group such as an advisory group (rather than abroad survey) is the suggested respondent gr.4)iip for this

instrument. Larger groups could be involved at the discre-tion of the user. The results of using this Maerument arethat the fn-- school group will have a basis for developing aset of goals for the school district.

The actual writing of'goal statements for the school maystill be a difficult task, since the form of.the importantindiVidual traits may be inappropriate for use as goals.T6e school group has the responsibility for writing meaning-ful and clear goal statements for Career Education. They

may find other districts' or educational agencies' goalstatements of sdbstantial help as they address this task.

Should the resulting goals require ordering according toa_priority in order to make the most effective use oflimited resources, a fourth step may be necessary. One

approach, intended to rank goals according to the combinedcriteria of "most important/least being done" is to developan instrument similar to #3 in Part III. The result of a

23)

r ...I . .;

community survey using an instrument like #3, which wasbased upon a survey similar toStep 1, is that school peoplecan use the "score" or each item to order the goal statementsfrom Least implemented to fully implemented at.the Lower endof the list.

A set of goals, possibly ordered according to the degreetip which they are presently being addressed within the exist-ing school program provides the target for the next steps,developing more specific statements or objectives for eachgoal, determining what is already being done to reach thoseobjectives and developing strategies or programs to reachthose not adequately dealt with in the existing program.

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PART III: IMPLEMENTATION SUGGESTIONS FOR THESAMPLE GOAL SETTING PROCESS

e,Laying the groundwork through careful 4rganization is

the essential first step in conducting a Goals Settingstudy. On the part of participant we need understandingof why it should be 'done, as well as willingness to parti-cipate, to assume leadership, to work throughout the lifeof the project and to give enthusiastic support. This needapplies to lay people as well as school'personnel becausewithout broad community support, Goal Setting would bemeaningless.

Previous sections have discussed methods of organizingfor Career Education. In organizing for setting goals, wecould draw upon the-organization that has-already been es-tablished in the district. This might include a CareerEducation coordinator, a steering committee made up ofschool personnel from various levels of teachers, counselors, .and administrators, and a broadly based, representativecitizens' advisory. committee.

The diareer Education coordinator may be the person toassume leadership for the operOdon. Depending on the sizeof existing committees, the Goal Setting Committee or TaskForce, could be drawn from all or part of the Career Educa-tion Steering and Advisory committees.

In the beginning, the Goal Setting project should prob-ably be studied and thought through by the Steering Com-mittee, where one exisi"i7Sefore being discussed with anentire Citizens' Advisory Committee. When the purposes ofthe process have been unaerstood_and approved, the AdvisoryCommittee may wish to organize and plan the various phasesof the effort. Since the project will involve severalphases and a fairly long period of time, it might be usefulto recruit additional citizen members to serve on an ad hocGoal Setting Task Force for the life of the Goal SettingProcess.

It is critical to the success of the project that every-one who may be affected should know about the Goal Settingorganization and its plans and purposes. To rally support;

211

understanqing and participation, open lines of communicationshould be maintained with all interested groups--staff, boardand community--and all must be kept apprised of the eommitteet8 intentions and progress.

ti

Who should be Aside from the final responsibility of the board otedu-involved? cation and the superintendent of schools, the immec4ati

responsibility for the project would probably rest with thePersons administrator or other staff person assigned as overallresponsible project supervisor -- usually the Career Education coordinator.

He or she, working with the Steering Committee, will collectinformation on various forms of Goal Setting instruments,study costs and personnel needs, provide facts pro and confor various methods, and through discussion, provide themotivation for carrying out the Goal Setting Process in thedistrict.

It would be geFid if the St,,!ering Committee could reach aconsensus on the need before presenting the proposal to itsCareer Education Advisory Committee. Steering Committeemembers ought tofbe well enough grounded to serve as con-sultants to the Adviiory Committee and present a unifiedfront in support of the project. Although Advisory Com-mittee members will study the matter thoroughly beforeaccepting the project, they cannot be expected to haveeither the time or the speciglized knowledge to research allthe facts by themselves. They will depend on the profes-sionals to give them adequate information and honest opinions.At the same time, Steering Committee members should probablyavoid giving the impression either of doing a "snow job" orof downgrading the importance of Advisory Committee investi-gatiOns. Questions and/or objections must be responded toseriously and objectively.

Total responsibility for the Goal Setting Process, then,would be vested in the Coordinator, the Steering Committee. .and the Citizens' Advisory Committee. In communicationswith the community--press, radio, television, newslettersor direct mail--it would probably assure better support ifall statements come as from the. Citizens' Advisory, Committee,attributing the statements to the committee chairman. Thechairman could act as spokesman in.dealing with the board ofeducation, chamber of commerce, labor organizations or othericommunity groups, always with the support and assistance ofschool .personnel. Local custom and conditions, however,may require different approaches in different districts.

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If the (ltizen:.' Adjanory Committee concurs with theneed r.r ra (;41.1 ::etti4g Prr,cena, a nubommittee Within the

Advin.ry Committee might, be named au a nucleus for the Coal;:ottihg Tat;k F.rce, and thin body enlarged to,wziatever ex-tent will be nveasary to carry out the projett. Member-ship wi.uIdmary aording te. the size of the community tobe ourveYe'l, the number or organizations or categories ofp,,pulation to be represented, and the optimum numbers to

g function efe(!tivt:ty as a working committee. Needless tosny, the mth,),1 of ()electing representatives should-bedemocratic in every respect, and every _interested elementor the ppaIation nhould be included:

if the methoi or netting goals has not been determinedby U. 00.1zelin' Advisory Committee, the Goal Setting TagkFuree-an..uil Immediately determine what form the processwill take. The 1:areer;Education coordinator -and SteeringCommittee members Involved with this committee shouldpr.,babIy be prepared tr., assist with the decision making

,pr,!vess by providing information and resource materialsnu needed, They nhould also be ready to' make a recom-mendation If ,tiid upon to do so,

Depending on lo41 ,ircumstances, budget, andtions, pers,.nnel from the :schools may be,

varying degrees. Utilizing existing personnel isprftetir41 Meth,,A or handling the clerical duties

possible. The wrk w uld not be continuous in mobut would involve Intermittent-services as mailinpared, replies are reeeived and tabluations carrieIn cas.: where the project might require major clereapomibilitlea twyond the scope of existiag.perbudget,, may rien4 to, be provided to employ temporaryassistane.

In som canon a major part of the clericarworhandled by volunteers from the'Godl Setting TaskMany times parents -r other citizen volunteers arto share theae responsibilities and devote a fewweek to such duties an preparing mailings or tabresponses. T4, matter how many volunteers are.sm

tme limita-Used tohe mostf at allt cases,s are pre-d out.ical

mnel,clerical

may berce.willingours a.Stingable,

however, there will alwayn'be a need for a responstaff person to work with Vhemand be present to rry on,with or without the volunteor.telp. It would be ssentialfor the Career EduraVion coordinator to maintain a closerelationship with the working committees and to be ayail-able,whenever called upon,, for advice and asSistance.

21.i

One of the most valuable tools in the Goal Setting Processis probably the community survey. Whether it will be largeor small or what qpestions it will attempt to answer willbe dete'rmined by the responsible committee, such as the GoalSetting Task Force. The committee must also decide whatgroups among the population till be surveyed.

Groups to be ,--The people most directly involved in any study of thesurveyed educational program are the Consumers of the services, the

'tudent body. Although a suggestion -to Beek students'Students opinions might seem startling or even revolutionary to some

adults, it will readily be seen that_students themselveshave one of the most important roles to play in determining.'the value or the success or failure of various elements ofthe educational program they have experienced: Even ele-mentary school youngsters can give thought-provoking answersto many questions of this nature. Hbw this would be handledand how broad a range of age levels could be surveyed woulddepend on the skill and ingenuity of the responsible adults.Student members of the Advisory Committee should be able toassist in organizing a feasible system of surveying otherstude=..../

Graduates Graduates of the present educational program usuallyhave specific and practical comments on what4,;waa moat worth-while, as soon as they have left school workingworld or college classes, Coming back to visit or talkingwith counselors who visit them at college, they often ex-press their appreciation for teachers or clasawork pat gavethem a solid foundation.for their further careers. Theyalso realize the shortcomings of their previous educationand will have many constructive comments to make regardingtheir old school,: This group should be well represented inany planned survey.

Parents It goes without saying that the parents of present pupilsare directly and deeply involved in the schools' purposesand achievements. The important consideration in involvingthis group is to be sure that all shades of opinions, arerepresented. A survey that covers only those who attendPTA meetings or serve on bond election campaigns will failto'provide a valid expression of opinion. Every segmentof the district, both geographicdllY and intellectually,should be touched by the survey instrument. No area shouldbe neglected, whether by personal interview or by mail con-tacts, and no dissidents should be omitted because df theirknown dissatisfaction with the schools.

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244

OtherresideLt:an'

SchooiperswInel

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Next, we should consider how to involve other communityresidents and groups besides parents of present students.Many people may be former students of local schools, butwhether or not they were graduated fromschuvls in yourdistrict, they have a vested interest as taxpayers who paythe hills. As employers or fellow workers with your gradu-ates, they are interested in the kind of person coming outof your educational program. As members of labor groups.,churches or G./Aril groups, they want to see people wellprepared for their roles in thT community. As businesspeopLe, labor leaders or members of thi Chamber of Commerce,they want the kind of schools that will attract competentpeople and profitable industry to their city. Thus theyhaie a dircot, and significant contribution, to make to aGoal SAting Process,

Retired persons need to know about schools. The alertolder person is still interested in education and may be oneof yc.ur best-sources or volunteers with time available furcommunity service work. These older citizens should bepart of your community survey.

Last, but equally important, are t e education profes-sionals--the teachers, counselors, a inistrators, secre-taries, custodians, bus drivers, play round assistants andany other employees directly connecte 'with the schools.Although each of them is probably included. in one of theformer categories, each has a valuable contribution to maketo your proposed survey because of his immediate associationwith the process of education.

Once the Goal Setting Task Force or a similar body isorganized, 1L-will be ready to analyze its major tasks andassign responsibility for carrying them out.

0

Any group interested in studying the effectiveness of aschool program will probably feel the necessity of deter-mining what the expectations for accomplishments are, inother words, What are the school's goals? These can beanalyzed in terms of what traits, understandings or com-petencies valuable throughout a lifetime the graduatingstudents will be expected to have acquired.

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go

Step 1 As diseased earlier, one of the first mayor tasks mustbe the decision as to what form the Goal Setbing Process

IDENTIFYING will take. Aosumifig that the Task Force has decided to con-IMPORTANT (Diet a formal Goal I:etting Proce6s, thiS group might thenINDIVIDUAL 4rganize to undertake a survey and establish a list of de- .

TRAIT.; sirable traits. Budget and personnel requirements might be '

discussed and the size of the survey determined on theWhat are the basis of plesqg considerations.major tasks?

Preparing oracquiring theinstrument

A copt (.7t #1 from this booklet could be madeavailable as a possible model or suggested starting pointfor deVeloping a:siOlar document. This form, which is.in-eluded in this section, will identify the individual traitswhich survey respondents consider important for studenl.adurfng school and throughout their lives. If this or asimilar instrIment is to be used form formal survey, copiesmust be prepare'd in the qtantties necessary for the plannedscope or the survey.

Details or the distribution, collection and tabulation ofthe survey forms should be carefully planned, so that volun-teers or staff members working with them will have no diffi-culty in understanding and following directions. Directionsaccompanying the Tom itself should be explicit and clearlyexpressed, in language that presents no obstacles to eventhe slowest reader. Provision should also be Made for helpin interpreting survey forms in the case of respondents whodo net read English. In some Asettmunities, translations toanother language may be essential, in which case assistancein reading replies may be needed from volunteers of thesame language group.

Selec.ting the It is impossible to suggest guidelines for the numbers ofparticipant participants to be included in each group suggested for sur-group 'veying because of the wide variations in size and make-up

of Michigan school districts. A general principle, nowelier,would be to make the sample.populatton of each group asclosely representative or the make-up of the total_ communityas possible. As another general principle, it can beassumedthat the smaller the size of the district, the larger thepercentage of the population that will have to be sampled toobtain a valid response.

It is also important that individual responses from eachgroup receive equal weight with the'responses from everyother group. Coding of survey forms may be done in such a'way that responses can indicate which group is representedby the reply without violating the anonymity of the respon-dent.

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',Your committee may decide thg% Local_ conditions wouldpermit contacting the fofloying groups: present students,recent gradhate5, employers, labor and 9ther community or-ganizatiems, and adult residents in general.. Your task,

, then", is to devise a workable method of,random,selectionfor sampling these groups. If you have people in the com-munity who are knowledgeable about statistics, you may beable tosobtain expert help'at no cost to the district.Board'members or Advisory Committee members may have con-tacts *th large companies which could provide assistanceOn these matters. The school system or ISD me.y have ex-perts on statistics who could participate on the SteeringCommittee'of the Goal Setting Task Force. If funds areavailable,.professional assistance could be employed.This expert'assistance would be helpful in interpretingreplies as well as in seledting respondents.

Random selections of residents to be contacted bymailmay be made from the schools' mailing lists if they include

. other than parent names'apd addresses, from postal route"occupant" lists, from dountytqualization Department occu-.pant addressea-, 'or possibly from telephone books or diree,

t,rie*. The imp' rtant eriteriun is tu-be.sue that all

parts of the dioitri.t are revered.

4

If more .specific croup; are t') be'e,mtacted, rostersStudent orilanizations, PTA's, service clubs, teacher organ!-zatj.uns, and businesd, labor, professional and religiuusgroups might be used as a source from which to draw. Again,

it is important that all groups and all,shaaes of opinidn berepresented when the random selection of individuals is made.Listsshould be considerably larger than the number of re-plies needed, beckase.you can expect only partial returns,from such requests. 'However, if your samplings are valid-,even a relatively sms41 percentage of replies will be use-ful.

r

r The committee should prepare a cover letter to be sentwith the instrument giving very specific, easily readable

i :t. information on:

The purpose of the project,

The need for assistance from individuals or the community,

Instructions.on filling out the questionnaire,

Assurances that nn9t be needed, nsurveyed,

es will not lie used, signatures willber code only.identifies group being

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A promise to publicize results,

The deadline and instructions for returning the forms.

Enclosed with the letter and instrument could be a self-addressed, no-postage-required envelope. These can be en-closed in an envelope using your bulk mailing permit, butyou must also have a permit Tor the "Postage will be paidby" stamp, so thatyou pay postage only on those envelopesactually returned.,

The method of mailing to reach a random sampling ofyour district will vary among districts according to sizeand facilities available. Following are some of the possi-bilities:

(1) In a small, district total coverage of all residencesis availablt through your post office for mail ad-dressed to.",Occupant" without specific addresses.The post office can tell you how many pieces of mailwill be needed for the numbers of addresses on eachpostal'route, If these quantities are much largerthan your proposed survey, a random sampling may bemade by'using addresses. These can be provided on apercentage basis by a commercial mailing service,but the post office cannot do this sampling for youwith "occupunt" addressed bulk mail.

(2) :;ome districts regularly use a commercial mailingservice to address newsletters or other mail to everyresident of the district. With this service you candetermine what percentage of the homes you wish tosurvey and request this percentage of addresses fromyour mailer, requiring geographical coverage of everyarea of 'the district. If you plan to use a f011ow-up communication, the same list can be used for the .second mailing if lists are computerized. If not,the mailer can print two copies of the addresses whichare randomly selected-and save one copy'for a possiblesecond mailing.

(3) Another source of purchased mailing lists is (he countyequalization office, which would have occupant\ ad-dresses for each building in a given area, althoughthis would not include all occupants of apartmentbuildings. With these lists the committee would needto make its 'owl) random slection and address the enve-

.lopes.

21,i

(4) All schools probably keep an up-tp-date census listof homes with children in school. This list couldbe used for a random selectionoof parents to be con-tacted; but it wouldn't provide names or addressesfor other residents.

(5) The school guidance department would have names andaddresses of recent graduates (and perhaps drop-outs)for.this segment of the survey. Again, a method ofrandom sampling can be)used to identify a sample ofthese graduates.

1\.

) (6) You can probably obtain lists of local businesses andindustries from your Chamber of Commerce, if you plana special contact, with that group. Of course, theforms you sent to members of special groUps such aslabor organizations may turn out to be duplicates offorms sent to random "resident" mailings. Thiscould be explained in your cover 'letter, with thesuggestion to ignore duplicate forms or to pass onealong to a neighbor.

1

.(7) For districts without commercial mailing services,..

another possible souxce of named for other thanparents, is your voter registration list. This wouldbe more varied than the parent list, since it wouldincludeolder people,with enough interest in schoolaffairg to get out to vote, either for or against,and these same people might be thekind who wouldmake the effort to fill out and return a survey form.

If you allow about two weeks after forms actually go outbefore your deadline for return, the surveys may begin totrickle back to your office. About a week before tpt dead-line it might be worthwhile to mails. card to the dame ad-dresses, thanking the recipient in case he has alreadymailed back the survey and reminding him to do so if hehas not yet found time to do it.

Sampling of present students might be done in collabora-tion with a high school student council, if that group wouldtake responsibility for such a project. A student memberof the Steering Committee as well as an adult staff memberwould work closely with the group to help them understandthe purposes and coordinate the survey process. Middleschool or elementary school pupils could also be includedin'the opinion sampling. Such a project might also beundertaken by a high school or middle school social studiesclass if time permitted the necessary preparation, and dead-lines for (!-ileciing replies could be met.

1

Receiving Your cover letter instructions and the addresses on thethe enclosed envelope should bring al.', survey replies to what-instrument ever school office is-indicated. Here eiAper school cleri-

cal personnel, a committee of volunteefs, 16r both, can openthe replies, sort them into groups (if your instruments arelabeled differently for students, parents or others) andbegin tabluating results. Your questions and replies needto be worded in such a way that a'numerical equivalent canbe assigned to the answers given, thus giving relative de-grees of importance for each suggested trait. Secretariesand untrained volunteers should not be expected to evaluatewritten comments or replies that do not conform to a simpleand organized system. Additifnal traits written in by therespondent should be listed on a separate sheet and giventhe highest point value.

Tabulatingdata

Establishinga list orImportantIndividualTraits

What costsare involved?

Tally sheets should be prepared with spaces for eachtrait, and separate sheets should be used nor-each group ofrespondents if you are keeping separate totals.

Ti' the Instrument resembles the sample, a scoring systemof 1 through 5 is recommended, with "1" representing thehighest importance, or "very important." This numberingwill simplify comparisons with later instruments when priori-ties are being set. After adding the scores or each separatetrait on all replies, an average may be taken, resultingin a score of 1 through 5 for each trait.

From the above tabulation, traits may be listed in -rderfrom the highest to the lowest point values. The committeeMay set an arbitrary out-off point below which the traitsconsidered least important might be eliminated. The remain-ing items would constitute a list of individual traits whicha representative community sampling found to be important.

Costs will vary from one district to another, .but some orthe factors which need to be considered are listed below:

(1) Paper and reproduction or printing--depending on thesize of the survey--will probably come from the school'sadministrativb supplies, unless a separate budgetshould be set up for the Goal Setting Process.

(7) Milling costs will be based on whatever percentage ofyour regular bulk mailing lists you intend to employ,plus extra first class mail costs for direct mail-ings to specific groups of individuals. If you em-ploy a mailing service for addresses for a random

25016

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T.,- ait

sampling, you will need to include these.costs.There will also be the postage cost of replies re-turned, at 10 cents each, to be paid when the reply.is received.

(3) Refreshment costs--to include coffee and cookieseforcommittee meetings and work sessions--are not essen-tial, but will 1)elp make the job more enjoyable forvolunteers.

After the Goal Setting Task Force is ready to begin theactual survey, a minimum of four to six weeks is probablynecessary to complete the first phase, acquiring a list ofpossible Important Individual Traits.

(I) A minimum of one to two weeks will be needed for pre-,paring the survey forms, selecting the participantgroups and mailing the surveys. (This assumes thecommittee is using an instrument already developed.,Much more time will be required if an originalquestionnaire form is to be written.)

(2) A minimum of two weeks should be allowed for returnof the survey forms by recipients.

(3) A week of more may be required for the tabulating ofdata and establishing a list of exit Compentencies,or desirable traits, depending upon the amount oftime available on the part of volunteers' and /or cleri-cal staff.

Results of Instrument #1, "Important Individual Traits,"pr vide a list of traits suggested by the survey form, nowra ed numerically according to whether or not communitymem .rs think they are important. The committee may wishto se arbitrary cut-off point if some scores should beextremely These results may begin 1 ways:

(1) To develop a new list of goals for the schools.

(2) To provide data for future evaluation when settingup priorities on goals.

(3) To serve as a basis for a preliminary news releaseon results. Only a few outstanding results might bementioned, with an explanation of what further studieswill be undertaken before new goals and priorities -for implementation are established. Along with thetop scoring items, perhb.ps one or two of the low

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Step 2

THEROLEOFTHESCHOOL

Who shouldbe involved?

scoring traits might be mentioned. This prieliminaryreport would help stimulate interest in co tinnedaspects of the Goal Setting Proeess and gilve readersand listeners a better understanding of the purposesof the project in the event they are called upon toparticipate. .

(4) The list of traits is reported back to the Citizens'Advisory Committeejland p1 are made for the nextstage, the assignment QC ;t6onsibility, or the Roleof the School.

As suggested in Part II, the schools.should not be auto-matically held responsible f9r. all. of the traits or goalslisted as a result of the survey of "Important IndividualTraits." Sonie method of determining which people or groupsin the community should be chiefly responsible might beuseful. Instrument (12, "The Role of the School," is'asuggested form for seeking opinion on what traits shoUldbe the school's responsibility. The next section outlinesa possible mettiod for obtaining representative 4inionwithout a large mailing of questionnaires.

To decide which of the traits listed sh')uld be'at leastpartially the responsibility 00 the school, a smaller, lessunwieldy participant group could probably be used, so thatthe mechanics of the actual survey would require less timeand fewer workers than with the first instrument.

When the first survey is completed, Task Force membersmight wish to recruit some new members to work on the Roleof the School project. Broad representation to help assignresponsibility might be assured by contacting individualssuch as clergymen, church lay leaders; teacher associationofficers, and executives of business, labor and service andrecreational organizations. Steering Committee personnelwould continue to be involved as before and to work with theTask Force. The news release that followed Phase 1 wouldhelp to assurefublic understanding of Phase 2.

What are If a fairly large and representative unit could be formedthe major t6 study the Role of the School, it might be possible to ob-tasks? tain the necessary answers without sending out survey forms.

Since the question involved with each trait listed isbasically: Should the school have any major responsibility

44WW* for the development of this trait? the answers might be ob-tained in a series of workshop meetings with unit membersparticipating.

41,

What custoare involved?

Generaltime linefor thesetasks

O

a

In a general meet g, the needs and purposes of the pro-ject could be e '1. ed. A large unit divided into smallerworking groups C114.k discuss and reach conclusions on anassigned group of traits or the whole list of traits.Group discussion might bring out deeper consideration thanoff-the-cuff opinions by survey respondents, and thus morevalid responses. Answers obtained in small groups could bereported back to the total committee, and when the wholelist was completed, every unit member could complete awXitten questionnaire on the Role of the School, based uponhis own opinion on each item. If the meeting should runlate, members might wish to take home thequestionnaire andmail it back to the. school office at an early deadline.

As a sample questionnaire form, Instrument #2, "The Roleof the School," asks respondents to indicate the responsi-bility of the hOme, the school, the community, (includingchurches, character building and recreational organizations,and service clubs), and business-industry-labor for develop-ing the traits studied. Since each is rated on a 1 to 3scale of "no," "some," or "major" responsibility, the com-pleted questionnaires -can be tabulated to provide the scoreof the school on each item in relation to its degree ofresponsibility. If there are any items which show littleor no responsibility on the part of the school, the groupmay wish to eliminate these traits.

A' "'1/2

Scores may be tabulated. Wstafr members or volunteers dadthe results reported back to all members of th,e 'study Troup.

aThis phase will be complete. when the resting'Aisttraits for which the schools should be held reeljobnsible issubmitted to the Citizens' Advisory and Steering committees.

Costs for the'Role of the School phase should be minor,if the work is done by committee rather than by questionnaire.They would involve letters and postage for recruiting mem-bers, reproduction of lists of traits for the unit membersto study and discuss, and letters and postage to report re-sults to participants.

Possibly two weeks should be alloWed for recruiting unitmembers and giving them sufficient notice of the meetingdates. The group could probably arrive at its decisions inno more than two meetings, which might be spaced a. week a-part. If traits are divided into groups and assigned tovarious sub-committees for discussion, the total list mightbe completed in one evening session. This would include

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253

What shouldbe done withresults?

discussing responsibilities, reporting back to the totalgroup andtempleting an individual questionnaire. Thusthe fissiement of school responsibility might be completedat the end'of either two or three weeks, if good leadershipkept it moving along.

The tabulated scores from the Role of the School question-naire will provide the lift of traits for which the communityholds the school responsible. p

Step 3 As outlined in Part II, the results of this step providea basis for writing actual goal statements. If the statement&

WRITING from Steps 1 and 2 are clear and appropriate goals, littleOALS effort is required. However, these statements may be very

specific, worded differently at times, or otherwise inappro-priate for use as goals without some revision or clarifica-tion. While the suggestions of the community are valued,it is essential that survey results be evaluated bY-pro-pfessional personnel in relation to the total educationaliprogram. Goals must be written which reflect good educa-tional- practice and the best interests of individuals addthe community. It is the role of the school group to ddthis writing.

Getting The resulting goals should probably be introduced to theapprovals Board of Education for their approval. .,The 'board may s ggest

improvements or next steps for the Career Education effort.Very often, it is necessary to arrange goals according totheir need for immediate attention. Prioritizing goals mayrequire an additional step.

Step 14 One approach to_prioritizing goals is to conduct an in-formal opinion survey io determine how well the school is

ESTABLISHING presently addressing the newly developed goals. InstrumentPRIORITIES #3 is intended for this purpose. From it, a distriCt may

elect to develop a similar instrument to arrange its goalsin a priority order.

Who shouldbe involved?

A fair investigation of the school's present implementationof any program should ideally involve a broad and comprehen-sive questioning procedure. However, time and expense limi-tations may influence the size of the participant group. If

Goal Setting Task Force members decide to check on presentimplementation before setting priorities, they may wish tocontact some of the same categories of people that were sur-veyed with Instrument #1. Perhaps a fair assessment could

20

25i

be drawn fr,m equal numbers cif students, former students,parents :;t4lonts, teachers or administrators, and localemployers. All or these people should be able to speakwith some knowledge of whet schools are now achieving withrespect to the suggested traits.

Present students, teachers and parents could easily becontacted in large numbers. Former students and local em-ployers or ronmer students might be harder to locate in ashort time. Care ,should be taken to identify.as representa-tive a sampling, as possible, even though it may be necessaryto limit the size of the sample because or available moneyand time.

(:,..,Las for thi:; phase should. be minor, consisting or let-

ters atv postage to the participants who must be reached by -mail (graduates away at college, parents and employers) . Jr

students, teachers and employers can. be contacted personallywhen givon flh instr.nent, this would help assure better un-derstanling and compliance. Additional cost would be thereproduction of enough instruments to supply each partici-pant and committee member and extras for use as tallysheets.

From the time the Task Force begins this phase, it mighttake up to Orr weeks fur the instruments to be distributedand returned>-)Allowing an additional week for tabulationand analysis, a total of four weeks might complete thisphase. a

q(A.ls in need of immediate attention are now known. The

Career Education effort, having a clearly defined target,is ready to proceed with activities to identify anq imple-ment programs to meet the needs reflected in the ptioritygoal statements.

2'5 )

21

4O

SAMPLE INSTRUMENTS

A. Important Individual TraitsB. The Role of the SchoolC. Program Analysis

J

256

22

(Sample letter for Instrument #1)

Dear Citizen:

The enclosed survey questionnaire iu b(Goal Setting Task Force) ap

Education Citizen's Advisory Commi ee oThe immediate purpose of the Task Force iuideas edout.what schools should atteipt tofinal objective is to improve the ech

We ask your cooperationthat we can obtain a well-groseveral varied groups ingraduates, and other commhope to determine whafrom kindergart thro

Youlabeledeach trimpoKtan

askImport

s e

som hat

ty r

g pent to you by theanted by the Career

public schools.vey community

for students. Its

1 curriculum.

lling out the enclosed form sod expression of opinion fromunity--parents, students,sidents. With your help we

and skills children should developgraduation and throughout their lifetimes.

the k one box after each item on the formvictual Traits," showing whether you think

ortant, above average in importance,important, or not important.

You may have many additional suggestions ,of traits or skills

that are important. Please write these in on the last page and add(10.

another sheet if necessary.

There is no need to sign the form. A number on the qUes-tionnaire will indicate to those tabulating scores whether the replycomes from a student, parent, or other group, and no other identi-fication will be needed or used. Results of the survey will be

publicized when the study, is com1leted.

Deadline for return of the form isand we ask you.to complete *t as promptly as possible and mail it'back in the self-addressed envelope enclosed, which requires nopostage. Again,me thank you for your participation.

Yours sincerely,

23

2 5 7 -s

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. . .

IMPORTANT INDIVIDUAL TRAITS AND SWILLS

c

Thro form is part r4 a :;.Arvc Ling, done fo? your school tohelp school ang community pelpIt. plan to mkantain and improvethe quality ,,r the school program.

Please contribute to this error l tins and promptlyreturning this form.

(Sample Instructions for Instrument #1)

25a

Instrument #1

IMPORTANT INDIVIDUAL TRAITS

DIRECTIONS:

the

.

"To what extent isWhile reading each item on this form, ask yourself this question:this trait or skill important to me as I live my' life?" Check box that most closely

traits that you feel

,

describes your opinion. On the final page please add any furtherare important.

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I, Ability t', perl%rm mathomatival.

operations-and to handle math concepts.

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2. Knowledgeable about personal character-istics as well as those of others.

3. Ability to. comprehend ideas throughreading and writing.

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4. Recognition that self-development is alife long process.

,

.

5. Ability to communicate ideas through readingand writing.

,

6. Understanding individual and group aspects ofbehavior. .

T. Having. erSonal values and approaches to livingthat are enriched by experience in the physicalsciences, social sciences, humanities, andcreative arts,

.

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8. Possess and' apply interpersonal skills.i

9. Have good safety and health habits.

.

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JO. Able to identify and explore a variety of al-ternative occupational roles and settings.

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11. Have employability skills.

12. Have a saleable skill.

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The following traits or skills re: .

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13. Hecomition of various edueavional alternativesand nor they might apply those opportunities.

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14. Understanding the vulL.0 upttemb, 11lt.4114, v'I1it.X.11,

and hist,.ries .4' their mn heritage '&0 uW11 Ug,V Arirri. ,

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.l',. Having fleoision-making skills. '

.

16. Assuming increasing responsibility for learning..

17. Hriving the knowledge and the skills necessary toimplement career plans.

18. Having the knOWledge and respect necessary forthe appreciation., maintenance, protection, andimprovement of the physical environment. .

.

_.., .

19. Understanding' of the life roles (occupational,leisure, citizen and family) of man.

20. Ability to apply rational, intellectualprocesses to the identification, con -sideration, and solution of problems.

.

21. Having bhe necessary skills to make modifica:tions in career plans to maintain consistencywith changing career goals.

.

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22. Valuing human differences, understand and act ina responsible manner on current social issues,and to participate in society and governmentwhile seeking to improve them.

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SAMPLE MEMORANDUM

Determining the Role 4f. the

A meeting has been arranged oto

c ool

at theiate the second major step in

a Goal Setting Project whic Un way at the school. At thismeeting the -group will c si the list of traita'and skillspersons in our communi en tied asAmportant to individualsas they_live. You ill sked to discuss the responsibility ofthe school, the ho community, and business-industry-laborin developing div s with these traits. After the discussioneach person 11 be asked to.compiete the attached form indepen-dently. -..

The results of this meeting will.> used to prepare biaterialsto determine priority goals for the school.

Your attendance and cooperistion will be sincerely appreciated.

a

(Sample memo-for'instrumebt #2)

27

261.

9

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1/12COZ=rrL

THE ROLE OF THE SCHOOL

1

This form ia part of a survey being done for your schooltohelp school and community people plan to maintain andimprove the quality of the school program.

Please.contribute to this effort by completing and promptlyretdrning this form.

ViV0 rffra 0 Cffali

®(1.0

(Sample instructions for Instrument Number 2)

28

262

Instrument #2

THE ROLE OF THE SCHOOL

DIRECTIQN:

1. Review all of the following traits.2. Using the following rating scale, 'indicate the resporisibilities of eac of the groups

in deyeloping each trait by placing an appropriate number in each bl0 -.'No responsibility f

1 - Some responsibility2 - Major responsibility

1.

2.

3.

(Place Results of Step 1 Here)'

4.

5.

6.

7.

H.

9.

10.

11.

12.

13.

14. Etc.

0 ey

GOALS SETTING TASK FORCESchool Address

Etc. 1,

Dear Citizen:

As one who is familiar with the schools or the productsof the schools of this Communi ye should like to askyour cooperatiOn in comple ing enclosed evaluationform. "Program Analysis" i signed to help determinehow well the schools ar re ently devlopingor teachingcertain skills and t .recently identified as import-ant by members of t Community.

We wool pp ate your cooperation in reading helist of tra Ad marking how4much you think the schoolsare present oing to develop these traits. Instructionsare attached to the questionnaire.

Please return the f as promptly as possible in theself-addressed envelope enclosed. Deadline for repliesis . Thank you.

(Sample letter for Instrument #3)

26430

PROGRAM ANALYSM

. NL

Thin questionnaire, used to help determine how wel'llyourschools are developkg the trait,: listed on the attached question-naire. PIWifle mar the following quentions to show how well youthink each trait or skill in being taught at present. Cheek thebox that beat applies to each trait.: doing nothing, doing verylittle, reasonahly effective, effective, ur completely effective.Return the form as noon an pos54ble.

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(0.6S.R Oztik/a ,= Ia CZ.e. 1N1

{:;ample Inntructionn for In'strament /11)

31

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Instrument #3"

.

PROO AM ANALY::P.:/

DIRECTION:::.

Fi'llowing are traitu which people in your community feel are important for schools todevelop. Bused on what you know ab,ut the present school program, please check the boxwhich best describes your opinions. Leave any space blank if you feel you do nut knowenough to respond.

in developing the following traits I feel the schools are:

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GUIDELINES

FOR

CAREER EDUCATION PROGRAMMING

267

A

STATE BOARD OF EDUCATION

Marilyn Jean Kelly, PresidentAnnetta Miller, TreasurerBarbara A. DumouchelleDi. Gorton RiethmillerBarbara RobertsNorman Otto Stockmeyer

Roger TillerEdmond F. VandetteJohn k. Porter, Superintendent

of Public Instruction(Ex-Officio)

William G. Milliken, Governor

(Ex-Officio)

CAREER EDUCATIONADVISORY, COMMISSION

John W. Porter, Chairman(Ex-Officio)

Lewis Easterling,Vice Chairman

Donald L. BeattyJacqueline BensonJoyce .Frank

Keith GoldhammerAnne GregoryJames JacksonKaye JeterAlbert LorenteStuart PackardJames PhelpsJoAnn Radakovic

Patricia ReddsRobert RossWilfred SchonHerbert N. StoutenburgTommie SummervilleDonn TignanelliWilliam F. TracyTheresa ZellmerDr. Ferris N. Crawford,

Chairman Designate(Ex-Officio)

William E. Weisgerber,Executive Secretary(Ex-Officio)

MICHIGAN DEPARTMENT OF EDUCATIONLansing, Michigan

co

Michigan Department of EducationLansing, Michigan

The Career Education concept has captured the interestof many people, who have demonstrated this interest in manyways. Seine, who-are educators, have begun programs whichdeal with some aspect of the concept. Representatives oflabor and business have vigorously promoted awareness ofthe concept and its use.

Members of the State Board of Education reviewed theconcept, early in 1973 as they examined a position paper onCareer Education. The subsequent redrafts of this paper,its referral to the Michigan Career Education Advisory Com-mission, and, its approval by the State Board provide abasis for Career Educatrbp in Michigan.

Many school districts have received funds to conduct ex-empaary Career Education projects. Results from these pro-jects have added impetus to the Career Education movement.

The 77th Session of the Michigan Legislature passed Act97 of the Public Acts or 1974, which re-quires the StateBoard of Education to create a series of Career Educationadvisory bodies. It further requires that the State Boarddevelop goals and guidelines for Career Education and thatlocal education agencies plan Career Education programs.

In responding to the Legislature's charge, this documentreflects the provisions of Act 97, deliberations by theState Board and the Advisory Commission, and the thinking ofmany other agencies, organizations and people. It is fit-ting that so many are involved, because business, labor,parents, students, and educators_ share responsibility forthe development and operation of Career Education. Suchcommunity of responsibility holds great promise for join-ing schools with society in a manner which will benefit all.

John W. PorterSuperintendent of Public Instruction

c4.

Public Act 97

Guidelines

Handbook forImplementation

FOREWORD

Public Act 97 of Public Acts of 1974, "The careerEducation Act," provides an important addition to the al-ready growing incentive, initiative and activity related toCareer Education. 'Through this Act, the Legislature hasfocused efforts to extend the henefiV--of Cajeer Educationto all Michigan youth. These guideenes are an importantstep toward taking advantage of the opportunity presented `-by the Career Education Act.

These guidelines are an extension of the Act itself, pre-sentingsmeral explanations and suggestions that can hastenthe joulaiiW from statutory provision toward actual operationof CarAr Education. They emphasize the role of organiza-tions and people in implementing Career Education and out-line the essential and desirable elements of a Career Edu-cation program.

While this document is not a book of. recipes for imple-menting Career Education, it does lay a foundation forbuilding an operational model. As the Career Educationeffort progresses, a Handbook for Implementation, now underdevelopment, will supplement the guidelines.: The Handbook '

will amplify and detail the guidelines by prOsenting ideas,taterials, and other aid for installing and pperating C4-, eer Education in Michigan schools.

GUIDELINES FOR CAREER EDUCATION PROGRAMMING

TABLE OF CONTENTS

PUBLIC ACT 97

CAREER EDUCATION AS A ONCEPTCo

Page

1

3

Definitions 3

Goals 4

Objectives for Career Preparation 4

Objectives for Career Development .. 4

Implications for implementation 4

"ORGANIZING AND PLANNING 5

State Board of Education 5

Career Education Advisory Committee 5

Mic,Aigan Department of Education 5

Career Education Planning Districts (CEPDs) 5

.Intermediate School Districts 6Career Education Planning District Councils . 6Local Education Agencies 6Postsecondary Agencies 7

The Community 7

ELEMENTS OF COMPREHENSIVE CAREER EDUCATION .9

INTRODUCTION 9

INSTRUCTION 9

The infusion process 10Career exploration 10Program delivery roles 10

CommupAty involvement 10

0GUIDANCE 11

A new role for guidance 11Career development delivery system 11Team effort with teachers 11Unique contributions 11Administrator's role 12

. 271

PLACEMENT r 12

More-than job placement 2Local and area placement 12

EVALUATION 13

PROFESIONAL DEVELOPMENT 4- 13.

Awarenqss, understanding and receptivityPersonnel needs assessment ,

)1313

Planning 14

A sistance to local districts 14

OCC ATIONAL INFORMATION SYSTEM1.1

Systems availabke' , 15

Users 15

MEDIA SERVICES.

15

Essential 15Career Education Resource Guide 35

ADVISORY GROUPS. 16

Community Involvement 16

State Advisory Commission ltCEPD Council ' 16'Community Advisory Committees 16

THE CAREER EDUCATION TEAM ' .. 16

Changes in roles 16Board of Education ,17Administrators 17

Teachers' 17

Counselors 17

Post-secondary personnel . 17CEPD coordinators/Department of Education 17

272

4

0

GUIDELINES FOR CAREER EDUCATION PROGRAMMING

The notion of Career Education is not totally new on theeducational vene. Educators and'non-educators alike haveidentified,its antecedents in the philosophies and practiceswhich have existed throughout the history of formal education.However, few will deny the appearance, over the past yearsor so, of a new zeal for some older notJedhs under the bannerof "career education."

Career Education, at first a nebulous concept and,a termof uncertain meaning, has steadily grown in conceptual sophis-tication, practical application, and public support. It has

gained the attention of most segments of our population.With or without outside incentives, an increasing number ofschools are planning and implementing Career Education pro-grams. In many places, shared school and community enthusi-asm for Career Educatioh.is unprecedented among the numerouseducational movements over the years.

Mindful of these developments, legislators enacted the"Career Education Act" during their 1974 session. This actrequires that the State, each Career Education PlanningDistrict, and each'local education agency, including inter-mediate school districts, develop a comprehensive plan forthe implementation of Career Education within its area ofauthority and responsibility. In addition, the Act-formal-izes and enlarges the idea of Career Education Planning Dis-tricts. And, finally, it requires an occupational informa-tion systeM, a professional development plan, various ad-visory bodies, and per &odic evaluation.*

Act 97 will likely-become the cornerstone of Career Edu-cation in Michigan. The activity which has occurred and willoccur in the future to implement the:intent of this legisla-tioT6tentially will affect the life of everT Michigany oat..

d

* For the full text'of the Act, see Appendix A.

1

2 7 .s

1

CAMBHBDUCATIOVLO

0017TaT

Daginitionn

1

1

CAREER EDUCATION AS A CONCEPT.;

Nationally and in Michigan, much has beew;Okid and doneto define Career Education. In Michigan, the conceptual de-finition appears in a paper entitled "Career.Education as aConcept."* Soon after the Career Education Advisory Com-mission was established under Section (3) of the Career Edu-cation Act, it presented the paper for approval to the StateBoard of Education The State Board approved the paper asa basic statement to guid future activities of the Commis-sion and action on relaterkfttters by the Board itself.

The Commission and the Board use the terms "career prepara-tion" and "career development" as the two basic categorieswithin Career Education.

"Career 'reparation," conceived more broadly than itsusual and literal, definition, denotes the acquisition of theknowledge and skills necessary for a person to implement ca-reer decisions and pllans. It includes most of the existingcontent of academic ands vocational education programs.

"Carder Development" is the acquisition of the knowledge,skills, and experiences an individual needs to explore, planand establish life roles. It is divided into four components:self - awareness and assessment, career awareness and explora-tion, career decision-making, and career planning and place-ment. Typically, no formal program of career developmentexists in the traditional school program.

Development of operational Career Education programs re-quires specification beyond the bare bones of general defi-nition. 'Statements of goals and of performance objectivesprovidp the next steps needed to coordinate programs, designdelivery systems, and plan evaluation.

To guide local education agencies in planning Carger.Edu-cation programs, the Commission and State Board recommendthe adoption or adaption of four sets of goals and perform-ance objectives or indicators. These goals, objectives andindicators have been either published by the Department orare in working draft:form. Taken as a whole, these goals

* Fur the full text of this paper, see Appendix B.

objectives and,indicators constitute the target for CareerEducation iX Michigan.- The fOur sets of statements are:

Goals 1. Consistent with the broad definition of Career Educationprograms; the Commission and State Board recommend use of thework of-a statewide task force that identified goals forMichigan education. The goals, identified in Months of workand numerous public hearings,,are categorized into the areasof citizenship and morality, democracy and equal opportunity,student learning, and ongoing educational improvement. Published by the Department, of Education In 1971 as The CommonGoals of Michigan Education, it is in its fifth printing.

Objectives for 2. and 3. In the Career Preparationcategory of Career Edu-Career, cation, the Commission and State Board recommend two sets dfPreparation performanfe objectives. Developed in recent years by large

and diverse kroups of Michigan educators, the objectivesfocus on most of the academic and vocational. instructionalprograms. Objectives for academic'p grams appear in a seriesof Department publications usually re erred to as "Minimal`Performance Objectives. -Vocationdl ducation objectivesare published in loose-leaf form as a report of the projectthat produced them, the.(vocational-technical) "PerformanceObjectives Development Project."

It

Objeltives for 4. The Commispion and State Board recommend, as _Career De-.Career Development velopment outcomes, the goals and performance indicators that

appear in A Reference Guide: 4r42and Performance Indicators,now in working draft form. C ', iled and developed from ca-

.

reer development efforts in Michigan and nationally, thiscollection and organization of goals and behavioral statementsreflects the best current knowledge of Career Developmentconcepts. . . '

Implications for

implementation

$4.

In impl ing Career Education in schools, the pervasive-ness of he concept should be reflected in planning and op-erating a ograms--i.e., the learning experiences. needed toassist a11. students in living, learning, and working shouldbe infuse or blended into existing instructional curriculumsand, guidance programs._ eA

'Strategies to assist local'agencies with "infusing" and"blending" will appear in a future publication, d Handbdokfor Implementation. 'the handbook, now in preparation, willreflect an examination of experimental and demonstrationprojects in Michigan and throughout the United-9tates.

.

Ill

4

"N.

ommatlue4m).Ita.4410

V

14.

ORGANIZING AMID PLANNING

I

The "Career Education Act "' .Commits the State to planninga comprehehsive delivery system for Career Education whipcaptures the potential of existing organizations and insti-tutions.. It' follows that numerous Michigan organizationsmust work cooperatively to impleMent Career Education. Themajor organizations, their tasks and.their respective statuestory references in the Act* are:

1. The"State Board of Education speciries policies and re-quirementd for the development, implementation, andevaluation of Career Education programs. It recommendsgoals and guidelines for a comprehensive, statewide Ca-reer Education program. In meeting these responsibili-ties, it receives information and advice from the StateCareer Education Adviaory Commission. (Section 5 (1,2))

2. The Career Education Advisory Commission, consisting o±20 members, serves in an advisory capacity to the StateBoard and Department of Education. (Section*3)

The Michigan Department of Education provides technicalassistance to the Advisory Commission and carftes outpolicies and requirements specified by the State Board.(Sections 8 and 9)

Career Education Planning Districts (CEPDs), authorizedby the Act and established by the State Board, consistof geographically contiguotas local education. agencies.CEPDs serve as organizational units between State andlocal units in promoting, planning, and coordinitingthe development of 4ocal Career Education programs.(Section 6 (1))

With the cooperLon of intermediate school district or"tommunity college'- staffs, CEPDs are charged with the im-mediate task"of aiding local educational agencies to.meettheir respons'bilities to:.

a. create an wareness of, understanding of, and re-ceptivity t Career EducatiOn among members of theeducational ystem and community,

* Act Wbf the Public Acts of 1974. See the Appendix forthe full text.

2.7

s ,s ^9 ti

5

4

b. organize the educational system and community for theeffective planning and implementation of Career Edu-cation? and

c. generate, by September 1, 1975, an initial CareerEducation plan for the 1975-76 school year. This-initial plan must include, at the minimum, piltahs to:

(1) establish goals for Career Education in the lo-cality,.

(2) prioritize those goa

(3) initiate action to begin o rts toreach high priori* goals, and .

(4) gederate, annually, a comprehensive Career Edu-cation plan for each subsequent school yeir.

5. Intermediate School Districts are responsible for coopera-tion with their respective CEPDsi aqtivities in supportof local school district Career Education efforts. TheirCareer Education responsibilities, of course, are subjectto the provisions of the general school code. (Section2(c) and Section 7)

6 Career Education Planning District Councils each consistof up to 20 members nominated by local education agenciesin their respective CEPD and selected by the Board of theIntermediate School District in which they are constitu-ent. A council serves in an advisory capacity and de-velops a comprehensive Career Education plan Cdr theCEPD. (Section 6 (2)) '

7. Local Education Agencies (LEAs) are the local and inter-mediate school districts and their boards. They are todevelop comprehensive plans for the implementation andoperation of Career Education programs. (Section 2(c)and Section 7)

LEAs are charged with the immediate task of:

a. creating an awareness of, understanding of and re-ceptivi.ty for Career Education among the educational"system and community,

b. organizing the educational system and the communityfor the effective planning end implementation ofCareer Education, and

7

6

277

444

.

0

o .

c. generating, by September 1, 1975, an initial CareerEducation plan for the 1975-76 school year. Thisinitial plan must include, at the minimum, plans to:t,(1) establish goals for Career4;ducation in the lo-

\Canty,

(2) prioritize those goals, I:

(3).initiate action or improve efforts to reach high.priority goals; and

(4) ,generate, annually, a comprehensive Career Edu-cation plan for each subsequent school year.

/Specific infdrmation to aid in the achievement of goals/"a" through "c" will appear in the Handbook for Imple-mentation. Local education agencies, in cooperation withtheir CEPD, are encouraged to initiate activities on "a"and "b" immediately. Planning s 'gestions and require=

ligments for the Career Education tan, now under develop-ment, will aid substantially i generating the initialplan when they become. available.

8. Postsecondary Agencies are the public colleges and uni-ve0ities of. Michigan. Their responsibilities to CareerEducation are: (Section .5 (2))

a. to provide, as appropriate, preservice professionalpreparation to all future instructional, administra-tive and counseling personnel now in training foreducational careers with a view towards employmentin Michigan's K-12 Career Education programs, and

b. to provide in-service assistance upon request tolocal educational agencies'in order to help localschool district personnel prepaite themselves fortheir roles in implementing Career Education.

9. The Community of which a local school is part shouldplay a major role in local Career Education planning andimplementation. The local education agencies shouldtake the initiative in increasing the participation ofparents, students, business, industry and labor in theeducational process. The Handbook for Implementationincludes suggestions for involving people of the com- .

munity with an advisory body ,nd with specific taskssuch.as, the development of goals and priorities for edu-

' cation. (Section 3, 6 (2))

7

278

4

`2!-1-0.-115.7.%117.6T1,011

211r05 MOVLOIT

C

ELEMENTS OF COMPREHENSIVE CAREER EDUCATION

Comprehensive Career Education involves many new as wellas existing components. Thip section presents a discussion

. of key elements of comprehensive Career Education. While inno way including an exhaUstive list or discussion, the fol-lowing pages begin to establish a Michigan model for CareerEducation.

Through the efforts and determination- of people in eachof the organizations and agencies in the educational system,the discussion on the following pages can help to make CaLreer Education a reality in all schools in Michigan.

' The nine elements are:

1. Instruction

2. Guidance

3. Placement

4. Evaluation

5. Professional Development

6. _Occupational Information System

7. Media3

08. Advisory.Groups

9. The Career Education Team

The existing instructional program has been described asa delivery system focused upon career preparation content.Existing programs are already, therefore, a vital componentin the total Career Education delivery system. However,providing career preparation instruction alone does not drawout the full potential of existing programs. Through an in-fusion process, these same programs (math, language, arts,science, vocational programs, etc.) have the potential to-deliver career development instruction as well.

/1\

2 ir 9

9

The infusionprocess

Career. exploration

Program'

deliveryroles

Community .

involvement

The process of infusion mas developed and practiced byCareer Education pioneers. A strength of using the processis that a teacher can use a single set of instructionalstrategies to target on-both career deirelopment and careerpreparation outcomes. Technique?for infusion include modi-fication of routine teaching style and incorporation or sub-stitution of examples or applications drawn from the worldoutside. Applying the infusion strategy to the K-12 Kogram,to all subjects and ability level, results in a curriculumwhich epitomizes the nature and intent of Career Education.

Adding a career exploration program to the infusion stra-tegy in a K-12 curriculum captures still more of the poten-tial'of an instructional program. A Career Educationinstructional program, developed and delivered with exten-sive involvement of counselors and community representatives,extends the.walls of the classroom beyond the'school to in-clude resources not commonly found in the traditional in-structional program. Additional Information on the infusionprocess, and in-service suggestions for implementing it areincluded in the Handbook for Implementation.

The relponsi ility for actually delivering a Career Edu-cation instructio al program rests pilia'rily on the localeducational insti utions, including K-12 and intermediateschool districts, colleges and universities. Teachers andcounselors are responsible for subject matter that ehablesthe student to develop and pursue life gdals.

At both the local and intermediate levels, admidistratorsare respOnsible for providing appropriate resources to teach-ers and.counselors and assuring that the efforts of the in-structional and career guidance staff are coordinated and co-hesive throughout the K-12 curriculum. Goals and objectivesof Career Education will need to provide specific guidelinesto those /ith.instructional guidance and. administrativeresporilities.

Media specialists play a central role in helping teachersand counselors to choose and use appropriate materials. Mediaspecialists can also assist the administrative staff in Oro-.posing alternative Otrategiea to coordinate the use of mate-rials across subj4q't matter areas..

Board members are responsible for developing policieswhich'further the aims of Career Education, including theacquisition of resources and setting priorities for theiruse. Parents, students, business, industry and labor playthe vital role of maintaining communication between the needs

4

28010

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of the community and the school's educational process. To-gether, teachers, counselors, administrators, board members,and people, of the community must assume responsibility forCareer Education and share in its support.

The role of career guidance in Career Education must beone of responsiveness to the needs of each student to developa positive self concept and a career plan to actualize thatself concept in living, learning, and working. Guidance andcounseling pftfessionals must reinterpret their traditionalrole of dealing with crises and problem solving to addressfully goal-oriented career guidance services to students.

. This new role implies more direct contact with groups of stu-dents and more facilitative and consultative work with teach-ers.

t

Local schools continue to have major responsibility forcareer guidance. However, successful and effective CareerEducation places additional emphasis on the need for coun-selors in all schools. Policy and administrative decisions

,!,should support and facilitate that emphasis.

Daioracontributiong,,

,To become part Of a Clreer.ducation effort, career guid-ancp must incorporate the four career development components:(1) self awareness and assessment, (2) career awareness.andexploration, (3) career decision-making, and (ii) careerplanning and placement. It is'crucial that both teachersand counselors accept joint responsibility for meeting ob-jectives based on those four components. If students areto receive even minimally adequate career development ex-periences, teachers and counselors must work together,each contributing the unique talents of each one's pro-fession.

Career guidance staff can make unique contributions to theCareer Education effort:.

Career guiance staff historically have had the responsi--bility for career development content (self awarenessand assessment, career exploration, decision-making andplanning). In working cooperatively with teachers, coun-.Iserors can help infuse this content into both instructionand guidance.

2. Career guidance staff haves experience and skills in deal-ing with personal values,' attitudes, decision-making andplanning. This experience arid skill, invaluable in indi-vidual counseling, is equally important in designing

2b.

11

programs to provide groups of students with opportunitiesfur clarifying their values, exploring careers, and mak-decisions.

)

3. Career guidance staff are often in a position to identifyand advocate the student's point of view.

4. Career guidance staff have the skills and flexibility toconsult with teachers and parents about their concernsand needs in the Career Education effort and to help de-sign activities to meet these needs.

5. Career guidance staff have access to and experience ininterpreting and gathering occupational, educational,and test informatiOn which makes them a valuable resourcein designing individual student explorations andior school-wide expaoration_programs.

6. Experience in'using occupational, educational, and testdata also makes the career guidance staff helpful inidentifying appropriate services to individual studentsas part of a placement program.

Administrator's The administrator's role in career guidance is to enablerole and encourage the counselor's Participation in the career

guidance and instructional efforts. In addition, he or sheis responsible for making certain that teachers and coun-selors understand and act on their individual and coopera-tive responsibilities.

.

PLACEMENT A compreheniive Career Education program is not completeif it does not actively and directly assist students to

More than place themselves in their chosen roles.job placement

Student placement services can do more than helping astudent to find a job or an opening for additional educa-tion upon leaving school. They can also provide directsupport of ongoing educational programs including careerexploration and JO preparation programs. Career develop-ment performance indicators which more fully describe theplacement function appear in the career planning and place-ment section of the Reference Guide: Goals and Performance'Indicators.

Local and Placement, in the sense of the "Career Education Acts"area placement implies a broad roleXor educational agencies in provid ng

12

282

comprehensive placement services for all students. Addi-tional guidelines fur comprehensive local and area placementprograms are under development and will become part of the

tz.; :77Handbook for Implementation.

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Section 4 (1) of the "Career Education Ace,' requires De-partment of Education evaluation of the current status ofState, regional, and local 4fforts in Career Education. In

addition, Section 7 requires each local education agency tomake annual evaluatiOns and recommendations for its CareerEducation program.

Each local education agency will base its annual evalua-tion on objectives/which it has set for that year's activity.Lome specifications for conducting the evaluation and report-ing the results are part of the forthcoming Handbook forImplementation.

One of the important tasks that each school district willneed to perform as it initiates Career Education is to planfor a staff development program. This program will assistexisting school personnel in becoming acquainted with thed'oncepts of Career Education; defining the new roles thatteachers, counselors, and administrators will play in imple-menting Career Education, and developing the skills neededto make Career Education work.

School systems, upon final analysis, are more dependent;on people than they are on buildings, book's, or gadgets. IfCareer Education is to change schools, then it must somehowhelp the people whorum the schools to change. That is whyprofessional development should be a major part of everylocal educational agency and CEPD Career Education plan justas surdly as establishing the district's goals and objectiveswill be part of those plans.

As each local educ &tional agency and CEPD goes aboutsetting its goals and priorities, it needs to begin to iden-tify the probable human resource requirements of each objec-tive. It is essential that the dAstricts:

4 /14 a) Review the roles that district personnel currently perform.

b) Identify the new or modified responsibilities or tasksthat school district personnel will be required to per-

,form 'in order to implement Career Education.

139!

28

Planning

Assistance tolocal districts

*6

c) Identify the new skills, knowledge and/or capabilities .

that the district staff will need to call upon in order tofulfill their assignments in Career Education.

d) Assess the degree to which the school dikrict's currept, personnel do or do not have those prerequisite skills,

knowledges, and abilities needed for Career Education.

e) Determine, in light of the district's Career Educationpriorities and in view of the current local educationalagency staff abilities, which personnel needs related toCareer Education will have to be addressed through an in-service program.

f) 'Review available resources (materials, consultants, funds)that can be utilized in meeting the district's personneldevelopment needs for implementing Career Education.

g). Design a Career Education staff development plan by meansof which the district's current staff will be ready, willingand able to fulfill their roles in Career education pre-cisely at the same time as the district's new Career Edu-cation programs are ready for implementation in the schools.

Obviously, the tasks required to prepare local educatigaalagency staffs for Career Education are complex, challengfhgand time consuming. The most critical step is to include per-sonnel development activities in the local district's basicplan for Career,Education from the beginning. Every localeducational agency and CEPD must plan to bring staff alongeach step of the way right from the start if they are to ac-complish any real change towards Career.Education. ;

4

To assist local districts in planning and implementing aCareer Education staff developmentgprogram, the Departmenthas:

a) produced in-service materials,

b) trained selected university faculty (teacher and counseloreducators), and

c) entered into a cooperative relationship known as (the Caree

4.Education Consortium with several teacher education insti 1

tutions to encourage more flexibility in meeting localeducational agency in- service needs.

Further information about these in-service materials.andresource consultants can be obtained from the'Department andwill be included in the Handbook for Implementation.

28114

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Adequate Career Education instructional programs and guid-dhce services are not possible without timely, accurate, andaccessible occupational and other career planning information.Compliance with Section 8 of the "Career Education Act" re-'quires the use of an occupational information system. Such asystem must include up-to-date information oancerning currentand future job opportunities, educationa wiiremeQts, work-ing conditions, where training is avai =e and related joband education information. Informatio syst ms which meet

Ithese needs to varying degrees are available to local educa-tional agencies. Some of these syst mh are nexpensive paperand microfiche systems; others are c mputer-based but providemore extensive information processin .

Local education agencies should rovide access to an oc-cupational information system 411a will meet the widest rangeof user needs that they can aff. d. Users of an occupationalinformation system include no only students, but also teach-ers and counselors, as they an and deliver instruction andguidance under the Career Education concept.

Additional suggestions an' standards for occupational in-formation systems will be pro ided in the Handbook for Imple-mentation.

Media and other instrud ional materials are more essentialthan ever before to the =ducational system impleMInting Ca-reer EdIcication. The , ential for creating public understand-ing and for the curr culum that media serviced provide cannotbe overlooked.

To aid in the effective use of commercial instructionalmaterials; a resource guide for Career Education is under de-velopment. This guide will enable local education agencies,intermediate scho 1 districts, CEPDs, and Regional EducationMedia Centers to provide support services, to teachers andcounselors.

2

15

r

ADVISORY The "Career Education Act" establishes Career EducationGROUPS advisory bodies at the state and CEPD levels. In addition,

the statute calls for the broad involvement of the communityCommunity in the entire Career Education effort. The past experiencesinvolvement of Career Education prdjects in Michigan and throughout the

Alited States have established broad community participation/....xtetbanic to a successful Career Education effort.

Mate Advisory The statute specified theduties and membership of bothCommission , the State level and CEPS level groups. The State Advisory

Commission has been organized and is functioning in a mannerconsistent with the law. As the CEPD councils are formed,care must be taken to meet the njpmberahip requirements ofthe act. They are;

CUD Council The membership shall-not exceed 20, of which not" merethan one half shall represent the education profession, Andshall include representatives of local'and intermediate boardmembers and administrators, the arts, business or industry,a labor organization or manpower agency, parents, teachers,counselors, and students. Other local educational agenciesshall be represented by nonvoting, ex-officio members.

f:ommunity Broad community participation can not stop, however,'4ithadvisory the establishment or advisory bodies at the state and CEPD,:ommittees level. As suggested in the Handbook for Implementation, local

educational agencies are encouraged to establish a directlink with the CEPD council or to establish a local advisorybody. The Handbobk will also include references related tothe effective use of advisory bodies.

The instructional and guidance staffs are the most:basicactors in implementing a policy of broad community involvement.As curriculum plans are developed and delivered, teachers,

0 counselors, and students should be encouraged to ivolve thecommunity and assisted in their attempts to do so.

ITHE. Implementing-Career Education within existing organizationsCARPER .. and agencies creates a need for changes in role definitionsEDUCATION within each agency-,or organization. Career Education requiresTEAM changes in people, perhaps more than change in any other regard.

- Responsibilities exist at all levels for action to tiriplement

Changes in Career Education. Each of the persons involved in the educe-

roles tional system must examine the Career Education cohcept forimplications, for their position or unique capabilities.

16

286

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The Board of Education membership can legitimate the effort,facilitate efforts, and prevent false starts or extraneousefforts by becoming knowledgeable and interested, and by.tak-ing appropriate actions.

The superintendent Must assume a leadership role by in-forming, allocating, and coordinating. Mid- management --

principals at LEAs for example - -must also become allocators,coordinators, and information specialists; In addition,

principalg must establish an enthusiastic and receptive at-mosphere for change. The principal and/or curriculum spe-cialist shares a quality control responsibility with othersbut is in a key role to'provide vital articulation efforts.Teachers and counselors are th absolute cornerstone of tJeeffort. They must plan, con ct, and improve the Career Edu-cation curriculum. In bri , they,must become specialistsin career development as well as continue their expertisein their particular subject area.

University faculty must-become flexible and responsive asthey become involved'in pre-service and more extensive in-seririce'for Career Education. New members of the educationalteam must be solicited. New more active roles for parents,labor, business, industry and other community interests areedsential to .the concept of'Career Education.

Everyone involved must become part of a team, cooperativelyfilling voids, leading, and leaining almost simultaneously.

CEPD coordinators must become liaison persons to all serv-lice areas of the Michigan DepartMent of Education and becomeinvolved in all aspects of Career Preparation and'CareerDevelopment planning. The Department 'must.assign liaisonstaff in all appropriate service areas to promote communi-cation with the CEPD coordinator

J

a

-...04114

't

PARTNERSHIPS IN CAREER EDUCATION

proveri'''''techniqUes of bri

together titir a common purpose.

ging the community and schoolsCareer Education

Lewis Easterling,

, In cooperation with: Michigan Ch#mber of CommerceMichigan Department of Education,

2 8o

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0

*

Partnerships in-Career Educationr,

CONTENTS£

iro

1

INTRODUCTION

4' Guidelines not rules

Page

1

t7

Need for collabotation. 1

Career Education definition 1

Need for specific requests 1

Finding community resources .2

-.).

THE PARTNERSHIP . A, 2

A rationale .. 2

Educators cannot do 3t alone 3Format for this booklet 4

A

'CAREER EDUCATION ACTION COUNCIL

Figure I 5Career Education Action CoOncil 7Soliciting support . 8Designing programs . 8Promoting . . 8Inventory . 8-A Community Resources Questionnale 9Workshops and seminars 10

5

CLEARINGHOUSE OF COMMUNITY RESOURCES 11

VCATALOGING RESOURCES 11

STRATIFYING COMMUNITY RESOURCES 111.

Career clustersInstructional area and resources,

28'J

4

13.

12

.

4

t s

AWARENESS?-3

The field trip 13Use of audio visuals 13Listening walk 13Follow up-resource person.

114

CAREER EXPLORATION

Exploratory work experience.

114

Career preparation..114

16

CURRCULUM DEVELOPMENT 17

ECONOMIC' EDUCATION

A project idea

IN-SERVICE EDUCATION 19

Experience for educatorsV

19

,

21COUNSELING

ole and purpose 21n-Service for counselors 22 -Specific career counseling 22Job placement 23

0.'

MANAGEMENT/SERVICES 25

Improved public relationi 25Information and public relationsassistance 26

Consulting 26Tutoring 26

StIMMAliY

2J0

27

-J

INTRODUCTION

.,

=1,07,6A . ; - The.pUrpose of this document is to illustrate some. of the'' guidelines, ideas, activities and methods on which the busi-r...1

V.illior.c.. ness-industry-laboi-governMent community can collaboratewith the schools, within the concept of Career Education.This information is not i ended to be accepted as rules to

t

,be stri tly adhered to, b t rather as guidelines. We wouldexpect ou to use your t= ants to develop your own.plans toreflect the unfque needs d resources of your community,your school, your classro , and your students. This infor-mation concentrates on th' work goal of Career Educationbecause that is the area fexpertise of the business- indus-try -labor community.

,

-,cra .1,-.)2, The ed for collabo op between the Community and theci:Dr.wacill schools to achie the essful implementation of a complete

program.of Career ucati was endorsed i by. he Michigan

1\Career Education'Adviso Commission Jankary, 1975. Thiswas one of the Strongest themes of the Concept. aper on Ca-

. : 0reer Education adopted b 'the Commission on that date. Thedefinition of Career Edu (?.tion developed by the C9mmissionand- -subsequently adopted by the State Board reads as followr

... ''.....7.1 I , . .11.2'11.r...'f.li /'- ,, 4 \

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Cumor alma.tica acflatIon

4

0

0

Career Education.- "Cing to all students,with the ability topetheir life roles whil

.Ali elements of educeEducatio and in addiroles rectuires the patotal community in avarious segments of Cinto two broad categoment and Career Preps

keer Education" is,the,deliver-f skills'which 4111 provide themplore, .uriderstand and perform inlearning,. workingond living.

ion have a roleto plarin Careerion, the implemental-lin of lifeicipation erthe.31B3O1 and the

ooperativf relationship. Thereer Educatiin.generally separateies, those being Career Develop-ation.

We can'assist educators in preparing students for einploy-ment, but assist is the ey word. It is imperativethatrtheeducator, when requesti g assistance from the business-,industry-laboj communit , have specific plans developefor

"It seems obvious .that a efore businessmen and edlators Capfully,undrstand one an ther and begin to work to improYa.thesystem jointly, they mu t talk to each other." "*A-

--Business and Educations A'Fragile Partnership --

The Coerence Board

K.J

f

Findingcommunityresources

Ie

4

this assistance before apiroaching these'employers and em-toloyees. For example, ifyou request a resource. person tospeak to a class, make sure that the resource person has aclear understanddng of what you expect him or her to do andhow much time will bcl allocated to the presentation, definethe general characteristics of the student audience so thathe or she can tailor is or her presentation to that audience,and spell qut the spe ific information that you wish thestudents to 1earn'from this presentation. ,

. We also realizetha44indfvidual educator y not knowwhere to find community resources and.may vista Valuable time: .

in attempting to make arrangements ±or a resource person or -

a field trip. For theseNreasons, we are including the infor-mation on the."Career Education Action Council." This coun-cil will serve/as a clearinghouse for community resourcesthat will allow the educator to request, by a single phonecall, a specific type of resource person or field trip, and'the council will make all the necessary arrangements.

For too long, bueineiClabor-government and eduCation havetraveled separate freeways and have,communicated with eachother only in periods of crisis. We believe Career Educationcan be the vehicle that will' create .a partnership between . .

these diverse segments of society in'helping studentt to copein their life roles of living, learning and working.

4

6

THE Career Education - an idpa whose time has comes Th4s con -:'PARTNERSHIP cept has been rapidlY.gaining support from both educators and

l'Nthe public. It is seldom that an idek captures the(imagina-

A rationale tion of so many different segments of the community.' Thepublic is,aaking, "Why don't you do it? " ,and educators areasking, "How can we do it?':. This handbook will answer bothof these questions.'

Career Education combines the academic world.and the worldof work. It.must be available at all levels of education

"Career Education may be the single most irapor.terit and, sub-stantial thrust In this ,century in public educatton...I don'tpretend to suggest that the concept..and strategy.of careereducation is a magic cure-all for, all the affecting Ourpresent day society'or eten forall the probieit we educatorshave with our system of education. What I dd.tuggest, how-ever, is that Career education is the bust`' approach "1, knowfor us to attain the legitimate goals of education."

W. P. Shafitall., Superintendent. Arizona Departmvdt of Education

,e

2 ,

2 .1>

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Trod pre-school through the university. dareer Education in-.

a eludes awareness of the world of work, broad exploration ofsoccupations, ins -depth .exploration of selected clusters ofoccupations, and cawer preparatibn for all students; aswell as preparatioVfor the various other life roles Of.theadult citizen,

. Career Edu6atiOn has for one of its basic goals the prep-aration forpaking.a living--the Preparation for work- -but itdoes not say that work must be the only--or even the mostimportant goal fot every Student or for every school. It

,does inphasize,that every student should have a salable entry \level skill upon leaving formal education.

4364aborp,oamop 40. iA

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a

Career Education's major goals are:

learning to live- 17arning, to learn

-learning to make a living

Career Education identifies with:

- all stud&its

- at all levels of education- with all age groups-with all subject matter

and relates to all occupations.

From this brief definitipm Of Career Education it is ap-parent that educators cannot do it by themselves. If ';work"

is to be one of the'Vatic goals of education, then that goalwill require empluyebs and employees to work with and within,our schools. This,, n, is.the answer to the public's ques-tion to the educatorkf, "Why don't you'd() it?". Educators

cannot do it by themselves.

A cooperative approach is tequired to implement a eom-plete program of Career Education. It Cannot become a real-ity unless business, industry, Tabor, government and thetotal community form a partnership with the schools to helpmake work possible, meaningful and satisfying for all of oul,young people. 4

"We don't consider it nearly so important what.people.chooseas we do thaty they choose from-the widest possible range ofopportunities. We don't want to make people do things - -we

,want to let'them find ways of doing things. We aren't as..interested in the something they become as the someone they

become." - -Dr. Kenneth B. HoytAssociate Commissioner for

i 1 29.JCareer EducationU.S. Office of Education

3

a

ForNat fonthis booklet

The rest of this booklet will deal with.the educator's .

question: "How can we do it?". We will explore, and illus----,trate, specific ways in which the community can collaborate

/ with the schools to implement Career Education. Figura-Ilaysout the format for this boOklet: Following the pattern

Ilf

of this chart, we will speak of the Career Education Counciand the Clearinghouse of Community Resources, and then ill s-trate specific ways that employers and empleyees can work

' with the educator in the areas of instructr6n, counselingand management services. .

4

(Im

p

.4

2

"WHEREAS, the Career Education concept is founded on the prin-ciple that all elements and segments orour society must worktogether for maximum development of our human resources."

--Senate Concurrent Resolution No.357 June, 1972

a

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IMRE IINDUSTR,

C:s

ROPOSED MODEL FOR A CAREER EDUCATION ACTION COUNCIL

Lev ERNMZIjiT PUBLI

CAREER EDUCATIONACTION COUNCIL...

V

EXECUTIVE.DIRECTOR

CATION'

CLEARINGHOUSE OFCOMMUNITY RESOURCES

11.....1.

T..1 ACETIZZUr_ ILD TM73

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4.. COUNSELING

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IN-SERVICE TRAININGJOB REQUIREMENTS

2. OPPORTUNITIES3. ADVANCEMENTS

ETC

RESOURCE FOR ,

SPECIFIC CAREERCOUNSELING

114 PLACEMENT

4.

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Figure I

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1

MANAGEMENT,,SERVICES

INFORMATION

PUBLIC RELATIONS

CONSULTINGI. MANAGEMENT2. OPERATIONS3." MAINTENPOCE

4

"G06(1 for the body is the work of the body; good for the soulis the work de the soul; and good for either is the workif the other." .

--Henry. David ThoreauJournal , Ja.nuar'y 23, 1841

.45

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[EDUCATION I

I BUS I liESS I

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CAREER EDUCATION ACTION COUNCIL

It is essential that the resources of the community thatcan be used for Career Education be coordinated to meet theCareer Education needs' of the community. We believe thatthe only way this coordination can be effective is by,theorganization apermanent v icle staffed by a full-timedirector who, 46.1 have responstilitiqs for:

hI) Soliciting t4upport an involvement of the business-industry-laborcommunity.

2) Designing programs in Career Education.3) Promoting and selling,the concept t6 the community.4) Developing an inventory of community resources.

We have chosen to call this permanent vehicle a "CareerEducation Action Council." We have carefully avoided theword "advisue," because advice is not enough, we must haveaction. Let us explore in more detail the responsibilitiesof this council's director.

0."

290

z

Soliciting "Soliciting the support and involvemetp of the business-;support industry- labor community." This responsibility requires '

that tirector be able to effectively communicate withlabor leaders, businessmen and industrialists. He must bewell versed in the concept of-Career Education and the bene-fits that will accrue'to each group, as well.as the benefitsto societyothatawe can expect from this partnership. It isessentiathat he gain the commitments of the key people-g-theyresident of each unign local, the Chief executive ofthe Chamber bf Commerce and other business or industrialorganizations. The chief executive officer bf each majorbusiness and industry should also be contacted. The My tothis initial effort is to gain the commitment of the mlypeople in the communityi, Keep in mind that aUthority andresponsibility can-be delegated downward--it cannot pe dele-gated upward.

Designing "Designing programs Career Education." The illustra-prbgrams tions that follow in is handbook are guidelines, and only

guidelines, that can be changed or modified to reflect theunique needs and desires of your local community. The direc-tor of the Council will have the responsibility 9f develop-ing these guidelines to be used by the educators, the r

employereand the employees.

Promoting - 'Promoting and selling of this concept to the community."This will require the'director to be a effective speNter, apublic relations man, and a salegman. By speaking to groupssuch as local service clubs, local organizations' board ofdirectors, community.groups and parents the director canillustrate why we need Career Education, what it is, why the.community is needed, and what contribution it can make.

Inventory "Developing an inventory of community resources." Figure , -)

CT illustrates a community resource questionnaire that canused to develoran.inventory of community resources.

'This will be illustrated in more detail in the next section,when we speak of the Clearinghouse of Community Resources.

"There are plenty of pitfalls (re: the future of Career Edu-cation). Perhaps the biggest one is the possibility thateducators will, make the mistake of viewing Career Educationas something they can confine within the walls of the schoolbuilding, without the full involvement of the community andits resources."

--Career Education-Current TrendsNational 'SchoolPublic Relations Association

,z

. V, - -.

WOUid 5-,1:.1 f.:-5.1 t'fkgii2de0 GEZ:170: OUT skills, talents and 'experiences with an individual studedt, or group of students, in yob .

tOrFil,';:di;y c,4*.c..-c, eicsa-slusl coming aware of the world of work or have expressed an interest in exikring in More der 1 .

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A COMMUNITY RESOURCES OUESTIONAIREFigure IL

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Iva; F.ic.) no CEOGyrad, MIA you be willing to provide:-..

vel tik3; fOT i:fIrtL1/410 for-teachers and counselors

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-P=StICO PfeSZ ptir Ito cinfazoom for counseling..:.

all'4 Company.

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4

Return to:

Career Education Action Council

Anytown; U.S.A.

940 D 00V0i77 OC:11001 rlysiem which has successfully utilized th resources of industry andT2)-11.a6incoo sct3 fouild it necessary to assign staff for this purpos . . .this_ staff hastwc1117 vagt2,61. itoo many times over in terms of the increment I value of volpreer0

No2s-A30C:rq 0.ttritl °air, oes and monies Contributed to the school system."

Samuel BurtStrengthing Volunteer industry Service to

Public Education

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This responbibility will require the director to keep,a. record of all Ae resources in the community. that can be used

for Career Education. This record can be compile.d. while heis ecuring commitments frOm.the business-industry-labor com-,munity and whi'e probloting and selling the cpncept to the

Workshops andseminars This director will also be cha'tged with developing and

. conducting inservice workshops and seminars thatwill brihgeducators, employers, employees and students together in the

s6, many aspects of cooperation and collaboration that this part-nership makes possible. He is in a situation where he willbe able to orchestrate the many parts of education that mustflow, together if Career Education is to become a rea]4ty.

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the final; analysis it s how each young person seeshimself or herself, and the hopes and plans that build up inthe mind that make the greateit difference. Career Educationis not a subject. It is a set of influences, running through

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every part of education, and its work is mostly inside theperson.".

- -Fred T. Wilhelms

What Should the Schools Teach?Phi Delta Kappa'Educational Foundation

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re are many. .community resources,-both human. andcal, that can be used within tpdCareer Education concept.While soliciting suppo-rt from the.c?mmunity, a recotd wouldbe kept owtEese who were willing, to become involved. .Thisinformation could then be catalogued by area of preferenCe

-and expertise,

A draftsman may only be interested in helping. small groupsof students to explore the fiep of drafting; another may bemore interested in helping to counsel Students and counselorsin the specici4 qualificatioes that a4 draftsman must possess.

The catalog of community resburces.can be stratified by

InstructionCounselingManagement /Service

In.struction and counseling can be further'stratified bythe 15 career clusters or tither clusters that are more sppro-priate for et given community.

InstructioL Agri-Busin'ess & NatUral ResourcesHealth '

Public ServiceBusiness OfficeEnvironmentCOmMunications-MediiManufacturingHospitality-RecreationMarketing-DistributionMarine ScienceConstructionTransportationconsumer-HomemakingFine ArtstHumanities

Each 4rSer cluster is then broken down into specupations within that cluster.

"A whale ship WAS my Yale Collegeand my Harvard."'--Herman Melville'

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Instrwtionalarea andresources

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Career Wareness

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-CareerExploration

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Work Experience

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Constructiori: Heavy Equipment OperationBricklayerPlumbing & HeatingCarpenterIron Worker'Etc.Etc.

This is further stratified,by'inttrUctionalarea an r ources.,

' Physieal Site Resources Resources Person(s)

Alstrom Construction Co.Name & Phone of contactpersorir

. White Construction(Name & Phone dt' on ct

.pe'rson)

Gast Construction(Name & Phone of contactpeison)

Mr. John StithWhite Construction Co.Phone: 528-1340

Mr. Jim StebbinsPurdy Building Co.Phone

Mr. Leonard Wiles \

Building TradesAFL-CIO Local 113

Theadte will be done for counseling.. Management andservices will'be stratified by the area of expertise"of vol-

- unteers, be it in public relations, management or maintenance.This resource direCtory will be an invaluable tool for theCouncil in-quickly-and_gfficiently matching the needs of the/Classroom teaCher.ot counselor or administrator with theavailable resources in thd community.

rA ileacher Ivy wish. to have a, resource perion in medicin

. -or maintenance. A call to the Council requesting such sist-ance at a certain tide and a certain date will allow the,Couscil to m4e.such,arrangements thrdugh this CleaTinghouseorTommunity Resources. This -service would also Abe available

to all coditselors and administrators to help them'dischargetheir resnons6ilities.

'fin a community, everyOnt should be'Consideied both Et'resource

person and a learner. Each person is asked if he would bewilling to share with others his own skills,Inowledge, inter-ests, babies.? --Di...T1011 Barnes; Dirntor Education' Planning

0Minnes4a Experimental City, Learning Sys- P

terns for the FuturePhi Delta Kappa Educationaljoundatfon

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This aspect of Career Education is primarily the respon-sibility of the educators. They will help the students de-velop self awareness, to know who and what they are. Bdt italso.includes helping all students to be aware of the worldof work. This will require the involvement of the business-industry-labor community.

Awareness of the world...of work involves two major activi:.ties thet4the community can engage in: the field trip andthe visits to the classroom by resource people who can answerstudents' questions on the skills of communication', computa-tlon and human relationships that this worker must have to'be successful ,on his -job.

The field trip must be carefully planned so that it makesthe best use of the Ve ofbc0 the employers and the gem -ployees as well ast e.students. It should have definite '

objectives and the students should be-briefdd berore the trip(in what to expect and what to look or.'

While experiencing the smell, the feel and the hearing JPthe best method of taking a field trip, it is unrealistle toexpect the employer to host field trips day after day ofeven week after week. 'In this age of electronic communion-tidn it is.possible for the field trip to be taken in the .

classroom by the use of video-tapes, film strips, or filmson careers in local business, industry or government. These

aids can supplement the actual on-site visits.

One of the easiest ways of conducting a field trip is for'the elementary teacher to take her students on a "listeningweak," .During this walk the students are asked to listenand obser've the sounds made by people working at their JO.The sound made by an airplane, for example, could lead to adiscussion'of mhat careers are involved in this employmentarea. There is the pilot, the.navigator, the flight attend-ant, the maintenance man,-the traffic controller, the ticketagent and many more occupations within the airline indubtry.

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"Where would I fit? What can I do best" What endeavor willrelease my potential? What and where are the best opportU-'nitieSt Whe00' are Some of the unanswered questions of youthon graduation night' or earliee:on dropout day. The schoolmust do a more thorough job of putting the microscope onboth the student and the' vprld of work."

--Dr. W. Dale Ba amIndiana State iveSeityWhat Do Students Really. Want?Phi Delta Kappa Educational FOundation

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The sound of a jackhammer could lead to a multitude ofcareer opportunities, ranging from aeCity planner to theJackhammer operator himself.

The students should be asked to concentrate on the"process" rather than the "product" during the field trip.They should observe "what" the'worker is doing, and "how"he does it. They should attempt to,relate how he uses read-ingOrriting,' arithmetic, human relations skills, and theother subjects; on his job.

Follow-up After a field trip'it'is essential that a resource personresource from the office or plant visited or a similar career areaperson be brought into the classroom to answer any questions the -

students.may have. The students and the resource personshouloi "prepped" to ask and to expect questions that dealprimarily with:

1. Why a person works2.-Why he does that...type of work3. How he usesschool subjects on his Job;

The Awarenes ase of Career Education/emcompasses allstudents from kindergarten through sixth grade. The business-industrYLIabor community will help these elementary studentsto be aware of the world of work and help them understand theeducational requirements for work.

CAREER In this phase of Career Education students begin to ex-EXPLORATION plote the career clusterSand the requirements for entry and

success in these broad occupational areas. When the studenthas explored all of the broad career ereas, he selects one ortwo thatha is most interested in and begins to explore speci-fic occupations within that cluster inmore depth.

Exploratory Only a certain amount of Career kxploration can take placework within the classroom environment. The remainder win requireexperience some hands-on work experience where the student wifT have a

chance to observe, ask qUestions and,actually engage in that

"We have been holding young people in enclaves of dependency'and irresponsibility, to a degree no other major soctOyreverhas. We have made meaningful contact with work uniquelydif-ficult, then we expect a udden transition from full time inschool to full time on t job." The euidencq shows that thetransition is harder and less, - effective in the United Statesthan in any other indus rial nations."

1 --Fred T. WilhelmsWhat Should the qgib4eTeach?Phi Delta Kappa Edudational Foundation

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career. This exploratory work experience can take the formof the "bay on the Job," where a student spends the day withan employed member of the community working in a career thatthe student has expressed interest in.

Internships in business and industry are another methodthat can be. used in helping students to expiore and der-stand the world of work. In these internships, the studentmay spend two to three hours a day for a period of ree tofive weehp with an employed person. This explorato workexperience will not only help the student develop ealiitioana obtainable goals, but may prbvide many other benefitas a result of interaction between studepts and adults inrealistic occupational settings. Thesecbenefits may include:

--Learning that the basic skillsareessential and howthey are used in various Careers:

-- Gaining, a broad ulderstanding of the world of work.--Bridging the "gerieration gap" between youth and adult -,on the part of .both groups.

This phaie of Career Education will also require the bus-iness-industry-labor community to provide resource people totalk to selected groups of students about the requirements,abilities and preparation needed fOr a person engaged in thatcareer. In some cases the resource person can bring the"tools of his trade" into the classroom and can give a dem-onstration there; in other cases hecould use audio-visualaids to bring his career into the classroom.' The 'resourceperson should be briefed in advance on the information heshould talk about. This information includes:

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1. Job duties2. Requirements and qualifications

a. Interest, and aptitudesb. Personal requirementsc. Physt4a1 requirementsd. Education, preparation and training

3. Job outlook4. Job locations5. Wags and hours6. Frinkbenefits7. Advancemeht opportunities8. Related occupations you can advance to9. Advantages and disadvantages of this career

"Boys should spend an hour or two a day in school, and therest of the time work at home, learn some trade and do what-ever is desired so that study and Mork may gotogether, whilethe children are young and can attend to both."

--Martin Luther, 1524

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CAREER It is axiomatic that the ii9hool alone'cannot provide itsPREPARATION students with real life work efterience for Career Prepara-

tion.' Too often the equipment used in job preparation in theschools is seriously outdated. The cost of providing up -to-date equipment for all Career Preparation would be prphibi-tive for any local school district. For these reasons, itbecomes essential that The resources of the community beused to the optimum, while making sure that employed-membersof the community are not dislocated,from their present jobs.This should not be considered either, as a source of cheaplabor, and the student should bothbe paid and be givencourse credit for this experience in the Career Preparationphase (11th and 12th grades)..

While this aspect of Career Education is one of the mostimportant, itis also the one that may be the most difficultto completelytachieve. If we consider that'all students willbe prepared with an entry level skill upon leaving formaleducation, then it is apparent that the to-op and work - study

. programs must be considerably updated and expanded to includethe other careers available in the community. It is unrealis-tic to expectoonly a few employere'to absorb this Career Prep-aration rd.!' students. It becomes essential that all employ-ers he a "part" of this "partnership."

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"The counselor is uniquely qualified to assume the centralrole of orchestrating the many parts of education that mustflow together if career education is to become a reality."

--Dr. Sidney Marland, Jr.Former U.S. Commissioner of Education

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ORDECUMMSACT,OLTIvIT.

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CURRICULUM DEVELOPMENT AND UPDATING

The collaborative effort between educators anq the busi--ness-industry-labor community will enable the teache to'infuse bareer implications into all subject matter. The stu-lent can then see the importance of themathematip, communi-cations and human relations that a successfu,1 plumber orsalesman or, carpenter must have. The businese-thdustry-labor'community can provide specific examples of how people useeducational information in their everyday li es.

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The advice and counsel of employers and employees is alsoneeded in designing and updatingcourses in specific °coupe-,tional training. ,/

If onelef the major goals' of Career EducatiOn is the prep:-

BDUCVTIOtT aration for work, thsn we Must also be cerned with economic

4 education. We cannot prepare young peop e for %,sork withoUtexplaining what work is and why it is p sible. This iseconomic education.

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Vea The business-industry-ilabor community Must wozklwithedu-'m cators in the designing of,a curriculum that'ilUstratea the

American system or,free enterprise. One of the best ways toillustrate the economic'system, while combining it with theworld of work; is what we prefer to call a jUrtior "junior

. achievement." The elementary teacher cansolicit sponsbrshipfrom a local husinesd or indudtry through the Career EducationAction'CoUncil. This business or industry will then telp theclass to set up its%own corporation. In more affluent schooldistricts the students themselves could be'asked to invest inthis corpoRatton. In less affluent. school dietricts thisinitial investment could be borrowk from the sponsoring organ-

. ization or from a special fund in the school district. Theclass would then decide on what they were going to produce andthen begin purchasing the required materials. A record iskept'on the-costs of all of this material.

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Production;begins, 1,et us say, on, birdhouses. A record ismane on all the materislit.used in "the' birdhouse--lumber,nalls,glue and paint. Perhapi the total costs of materialsis $1.50 per birdhcitsei A:decision-now must be made on the

....The employment of youth 1s literally nobody's affair."- -Tames Conant

Slums and Suburbs

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selling price. We shall have to consider the wage paymentsto the students who produced it, the repayment of the loan,or investment, and interest charges, or dividends. Overheadand taxes must also be included in the selling price.

This could be a most effective method of illustrating our .

basic economic system, while giving,the students work exper-ience, and relating mathematics (Computing the materialcosts and. the selling price required to make a profit),.com-Ahunications (advertising it for sale)'; and salesmanship (the 'marketing of the birdhouse).

The resource person could also be used in the classroomto illustrate how his or her particular company operatekinour free enterprise system.

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"A situation can easily be envisioned that finds both schooland business-industry pert:Coale' anxiously waiting for theother to initiate action leading towards implekentation ofthese'cOncepts. Care4. Education is too important to failsimply because no one feels it is proper for them'to takethe initiative."

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--Chamber of Commerce of theUnited States

Career Education & theBusinessman

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IN-SERVICE EDUCATION

Educators are the key to the success of Career Education,and if they are to help young people to understand work,what it io and why.it'o poosible, then they /inapt oleo havework experience and information'that will enable them toteach the career implications of their subject matter. In

some cases the educator has left bigh school, entered col-lege, gained his degree and re-ebtered high school as ateacher or counselor without,dny meaningful work experience.We suspect all have wdrked;'at least part time, but much ofthin employment mayhave been as waitresses or gas statonattendants, and these 66ccupationo" are readily obae -vableto all of us each day.

Work experience for eduCatoro can take a variety of forms:

In Alma, Michigan, the accounting teacher, for example,is spending one half a day per oemeoter working with anaccountant in a local business. The second half of the daythe buoineao accountant will go into the classroom with the

,accounting teacher to help teach the class. This is npt onlywork experience for the teacher, but also educational exper-ience for the businessman. Each can learn from these exper-iences..

Another method of providing work experience for educator°is by summer and vacation employment. In Atlanta, Georgia,work experience is provided educators in entry level jobo'open to high school graduat's. Each educator, at the'conclu-sion of his six weeks of employment, wrote of his feeling°and impressions about hio job, and this has been compiled inbook form and made available to other.teachers, counselorsand students to give them a vivid, fildiriOand impresoion of

. . . Business has a role constantly to re-examine the pub-lic educational system io an objective, dispassionate way,to explore how resourtea are being used; and to promote im-provements for the benefit of the schools, the pupils in-themand the Society as a whole."

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-- .Public Education in New York, City. '

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that .particular aspect. or the world of work. It is essen-tial that this work expertence have souk definite educa-tional objectives and not be' merely a. menu of supplement- 4irig the, edwators' income. We would like to see all collegesof education award credits towards a masters degree because61 this work experience.

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Another means of providing work experience fir.-'a " -jobtrade" hetween an educator and an employee for a semester.The drafting *teacher, for example, would work in a drafts- Yman's job in local industry and the industrial draftsmanwould teach, idrafting in the achool.. This would require the

orelaxation f some requirements for certification; and theindustrial draftsman should be carefully screened, becausean excellent draftsman may not make an excellent, or per-401haps eve good, teacher. We would suggest that this "new"teacher,be given two weeks of intensive preservice trainingin the methodology of teaching. This training can be. done"in-house," but a college of,educatfort could also be con-tracted to provide thin training.

informati,,n providCd to the teacher 'by the business-industry-labor cdmmunity ran take place in seminars andworkshop!: where th6 educator can "rap" with other partici-pant:: about the world of work ankits relationship to hisarea of exprtlw.. Thew: "rap":3eshiowl v.hf,uld be wellstructured to avoid the waste of any time. The formatshould be designed by the Director of the Career Educa,tion Action Council, OM the teachers and bounselort; shouldbe briefed in ydvance of the workshop or seminar on whatthe Objectiveribare and 'what information should be gained.

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The concept of Career Education dictates that the coun-selor must wear many hats in giving counsel, advice andguidance in rdbfbnue eo the student's personal, academic andoccupational needs. The counselor must know the individual

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his interectu and abilities, and he must know theindivi al Job, its xeluirements and responsibilities, andthen help match the student with 6 career where work will,be possible, meaningful-and satisfying. 04pv this defini-tion of counseling responsibilitiesi it is aaarent thatth counseling function is beyond the knowledge and percep-tfOn of any individual or group.

;top t9,consider that the Ue B. Department of Labor'sDictionarrof Occupational Titles lists about 24,00d dif-ferent occupations and that many of these are im-ar-state offlux, becausg,OVAUnovetions and technological changAs thathave been and wAll continue to be occurring at an accelivrat-.

6ing pace. For example:",t 60 per cent of the products t7'1,emade in the 1970'4 hew not even been invented in 1969 (Stan-ford Research Institutt). By the year 2000, two thirds oftoday's kindergarten sAtdents will fill jobs not in. exist-ence today, and there' will be 30,000 different occu

: in 1980 as compared to 24,000 today.e Using theseof what we can expect in the,future world of work, is

Impparent that the counselor/educator must work closelywith qualifpd personnel from business, industry and laboras well as from all other employment areas in the comMunity.

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An important parp.of Career Development is to help thestudent become aware of himself end provide access betweenhis potential and what/ the, word4of Work has available tothe individual (job opportunina): This will be an im-portant function of the counselor/educaier, but the

.1 business- industry -labor community must also be involvedin the ca er specifics of counseling. What better sourceof informa on.0ould an inquiring student interested fn a.career as a. Cytology technician" have than to talk with anemployed cyto gy technician that knows the skills, atp- 4

tudes, abilitie , etc. required in that specific career?Only by an integrated working relationship between thecounselor and the employers and employees can we help thestudent make the right choice in his career--a choice wherework will be'possible, meaningful and satisfying.

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In-Servicefor counselors

Busines6,-industry"-labor expertise can be used in thePrimary ways:

This information on basic qualificatiqns, work require-ments, education, attitude, abilities, etc. can be providedto counselors in workshops, where businessmen and laborleaders discuss their careers in detail.

A suggested format for these workshops will be lo use theVIEW format. VIEW, which stands for Vital Information forEducation and Work% is operating in most states and manyschool districts., This is anaawellent program that Willhelp the student tke a career decision based on choice--'not chance.

If your school system does not have the VIEW program, in-formation on what it is can be obtainet,by writing your StateDepartment of Education or 4

Regional Career Information CenterSan Diego County Depajtment of Education"San Diego, California '92101

As good as this program is, it still' does not include all

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.careers and the information is-usually generalized on astate b sis, not allowing for regional differences. For ex-ample,. he job duties of a receptionistmay be the same, butthe salary may vary markedly from a rural to a metropolitan,%job'locatit. Information on the communities' particularjob needs cAn be used to expand, update, and localize theVIEW materials. Again, this information is basic counselinginformation that, counselors can use to help young people .bobe oriented to careers.

Specific As the student begins the exploration of specific careerscareer within the cluster or clusters that he is interested in, thecounseling business-industry-labor community must help the counselor

to help the student make a tentative choice as to what careerthe student will begin preparing for in grades 11 and 12.Youth in this aspect of career counseling will usually be in.the liC to 16 age group.(9th anAlOth grades).

The best counseling'iS "on-site" counseling and arrange-ments can be made through the Career Education Action Coun-cil to have the student spend some time with a person work-ing inthe career of his or her interest. The student thenspends from an hour to a day obsePving,.asking questions and '

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getting uome nana-on experiertu The student uhould bffpeparI fink the ::peeirli questi.oro that the coonuelor/educator is unable to answer to avoid wasting the time ofthe worker.

It' a member of utudentu are interested in exploring acareer ii more detail, a resource person can be broughtinto the cladbrocim to counsel the grdup.

A goal of Career Educatidn is to help make work meaning-satisfying--and,possible--for all of our young people.

The "pospible" part bf our goal implies placement in a ca-reer that is meaningful and satisfying. What is the purposeof helping young people to become &ware of both themselvesand the world of work in grades K-6, to explore variouscareers..icgrades 7-10, and to prepare to enter a career bylearning tilt entry level skill in the career of their ownchoosing in grades, 11-12..and then not be able to obtaina job?

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Whilelthe school system should have the responsibilityfor placement, the counseling department is the most logAcal.place for placement. If the counselor has "guided" aistu-dent through school and has developed a workingtrelation-ship.with the employers in the community, he 'should not havemuch difficulty in helping with the "possible" part of theCareer Education goal.

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'Employability skills must be developed 'long before gradua-tion day. The students should have developed theix'resumesthat. tell the employer 1) who they are, and 2) their quali-fications for employment. The should begin developing aportfolio, a detailed collection, of information about them-selves and a list of references from people who can vouchfor their work and personal abilities. Students should bebriefed on how to prepare for the interview, how to make outthe appliCation for employment, and how the interview is con-ducted. One of the best methods of accomplishing the latteris to invite a personnel manager from a local firm and havehim conduct a "mock interview" in front of a class in em-ployment preparation. Students should be briefed on whatemployers look for'in their prospective employees as wellas factors that insure "job success" once employment isgained.. ,

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Cereer t:4=scation A,stion (7o4n(1.1. has ti v?ry impotiant

role in job pluoeg.ent. Ail dImployer0 should be requesl.ed

to keep the (!ouneii informnd ot all job openingo4in thecommunity and to work with the Council in projectirq jobdemands and opportunibies in the,commuslity on both a shoQt-and loft-term basis.

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"And here, X would address a word of friendly cantion'to,myassociates 4n industry. The developmelt of sound teachingresources is not a do it yourself project, Teachers maylack expertise in business; and mare's the pity. But busi-nessmen are eVen more lacking in the expertise of education."

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liorriney Wheeler, Vice President

Consulters Power Company

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MANAGEMENT/SERVICEt;

Mr. Administrator, how are your public relations? Have ---you had difficulty in having your .millage requests approved?Let us show yod how this partnership can benefit your

We feel the best way to improve public relatitms is toplace some of the responsibilities that you are burdenedwith in public education on the public. If 'you request the

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help of the pubLic in solving public education's problems,we are confident that they will respond to your' plea forassistance. And if the public feels that they are genuinely

,involved in helping to improve 'education - -if tiley think thatthey are helping ,to insure that all students have the optionat graduation of immediately entering employment or con-

., tinuing their education at the university, community cof-lege or trade srhooI--we are confident that you will receiveall'the support,,Ooth financially and in volunteered time,that you requeSTt

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We know of one-school system that had'two millage requestsdefeated in one year. They formed a partnerahip with thecommunitfliand began implementing the concept of Career Edu-cation. The.neit millage election was approved over 5 to 1by the voters. It isalso worthy of note that when theseemployed people in this community were asked to have a stul-dent spend `v. day with a person o his or her job, where thestudent could observe,, question and get some "hands on"experience, they had more volunteers than students -0'6around. a

We know of another school superintendent who went beforehis local chamber of commerce and requested their assistance..WithinWithin 24hours the Chamber l*d organized working committees'and within two years the school district had a $21,000,000occupational education center.

We know of an inner-city Detroit school that formed a.partnership with Michigan Bell,Telephone. The students areprogressing faster'than any other,Detroi school and theyare.beginning to believe in themselves. similar par,tner-

ship-is taking place between Chrysler Cor ation'andanother Detroit inner-city school.

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Information .

and public

There are countlessother'examples,of ways that the re-,

sources of the community have been used. It is the purposepf:thit section to illustrate how this partnership can helpthe sc'hool's image, the administraipionmnd the students.

'The occupatibaalmcommunity_can assist the. schools inbuilding an Occupational Information Library. Each sponsor-

lations ing Organization can purchaSe a subscription for magazinessistance that deal specifically with their products. They can also

prOvide videotapes, filmstrips.and other audio-visualaids that can be used by teachers, counselors or students.We have already mentioned public relations. Every majorbusiness and industry has specialists employed in this areaand these specialists could provide valuable assistance.inselling the school and its programs to the public.

Consulting Education is big business. If you have 'Oeen...faced with.

a'decision to repair or replace, to build or remodel, tohire more custodians but you'don't know how many, or toimplement program budgeting but you don't.knowPhow--tlie'com-munity has many resource people that can assist you--on avolunteer basis, in determining the most cost-effectivemethods of achieving your goal or solving your problems.

There are many students, for a myriad of reasons; who arein academic need. These students have fallen behind'theirclassmates and require in4ividualIed.instruction to catchup. Tutoring can be'done in the home, at school, at theoffice or at tutorial centers, and usually at the

both the 'student and the tutor. The community has,a w41,th of volunteers: HouseKlze11 retireees, and em-ployees, that could serve as tutors for. these'students inacademic need:

Tutoring

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SUMMARY

t. There are countless resources in the community, bothhuman and physical', that can be used in Career Education.There is the bakery, and the baker; the post office, and

_the postmad; the php.rmacy, and the pharmacist; the machinerymanufacturer, and the mackiniat. The list is seemingly

. endless/.

This handbook has kttempted to illustrate some ideas-some gukaelines- ag tojthie ways these resources can be used ,

within fhe Career EdUcation concept, resources of the commu-nity that can be used by educlitors for the benefit of thestudents.

It must again be emphasized thtt the specific plans for'business- industry -labor involvement must be the responsi-bility of the. director of4the Career Education Action Cbun-cil, or in the absence'of su h a cotincil, of the educator.

Our objective is to bring the community-together to workwith'our schools to provide real-world information andexperience to our students.

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We hope this information helps to accomplish that objet-, tive.

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