school counselors – become a change agent for college and career readiness
DESCRIPTION
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders! Presenter: Maria Alutto, Paxton/PattersonTRANSCRIPT
School Counselors: Change Agents for College and Career Readiness
Maria AluttoEducational Consultant, Paxton/Patterson
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Welcome School Counselors! Agenda
KWL (Know – Want to know – Learn)Teach us about your school & the role counselors
playAcademy Development: Personalized Environment
Think, Group, ShareWork-based Learning: Provides a WBL Plan
Defining Format Video: The InternshipWork-based Learning: Students’ Career Goals
Taxonomy KWL (Know – Want to know – Learn)
What 2 ideas will I bring back to my school?
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KWL Know – Want to know - LearnKNOW WANT TO KNOW LEARN
Share out: What is your role within
your academy?
Objective: What would you like to learn more
about during this session? NAF Next in
general?
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American School Counseling Association (ASCA): National Model, School Counseling
• Academic• Personal/Social • College/Career Domain
Where do we spend the majority of our time?How can we become better equipped to prepare
students for college & CAREER success?
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Academic Support & SchedulingNAF ACADEMY ASSESSMENT
Element 1. Academy Development and Structure
Standard 2. Personalized Environment
Strategic Actions
a. Academy students are scheduled as a group into NAF theme courses as well as in two or more core academic courses such as language arts, math, science, or social studies.
b. A 3- to 4-year academy serves as the organizational structure in a four-year high school program of study. By design, it links core courses with technical content at each grade level, with a minimum of 4 NAF courses.
c. There is a weekly common planning time or other formal collaboration time for the academy team of more than three staff members, so that integrated learning, student supports and individualized student assessment can occur across disciplines and grade levels.
d. All academy students receive career-themed guidance on college exploration and college choices based on their individual interests
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Personalized Environment
Think – Group – Share
Group 1: Cohort scheduling, approaches/solution
Group 2: POS Alignment, core & technical
Group 3: Individual Student Supports
Group 4: Weekly common planning time
Group 5: Career-theme guidance, college exploration
COUNT OFF!
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Academic Support & SchedulingSchool Counselors help students by:
•Developing a high school educational plan and annually reviewing it.
•Assisting students in developing and implementing post-secondary educational and career plans.
•Promoting positive youth development through individual, group, and classroom guidance and counseling.
•Providing student support services to remove barriers to academic, social, and emotional success.
School Counselors assist school staff by: •Providing students with academic support and learning style assessment to help students academically.
•Identifying at-risk students and implementing interventions to enhance success.
•Developing portfolios, providing recommendations, and assisting students in school-to-work transition.
•Conducting classroom guidance lessons on post-secondary preparation, study skills and career development.
School Counselors help families by:•Encouraging and supporting active parental involvement in the planning of student programming.
•Providing advocacy and assistance in communication with academic teaching and administrative staff and organizing of parent teacher conferences.
•Conducting college, career, financial aid and scholarship information sessions for families.
•Assisting in the school to work / college transition and preparation.
School Counselors assist the community by:• Assisting in referrals to community resources, services, and outside agencies.
•Seeking partnerships with colleges and community businesses for the purpose of providing opportunities outside of school for students.
•Identifying appropriate job shadowing, work-based learning, part-time and summer jobs, and internships / co-ops.
•Working with post-secondary institutions in identifying potential students, and providing adequate support for students in college application process and transition to college.
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CASN, ResourcesCollege & Career Academy Support Network• Website: http://casn.berkeley.edu/resources.php• Resources include:
Planning Guide for Career AcademiesDeveloping POSScheduling Guide, SLC & CAStep by Step guidelines for building the scheduleMany more…
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Work-Based Learning, SupportNAF ACADEMY ASSESSMENT
Element 4. Work Based Learning
Standard 1. Provides a WBL Program - All students complete a sequenced set of work-based learning experiences as defined by the Internship Gold Standards.
Strategic Actions
a. A three- to four-year series of coordinated and sequenced work-based learning experiences that could include job shadowing, professional dress opportunities, career fairs, and interview forums guarantee that students are provided with learning opportunities that build in sophistication, duration, and intensity and ultimately prepare them for compensated internships.
b. Academy work-based learning experiences reinforce NAF and core curricula and emphasize the 21st Century skills needed for future success in college and the workforce, including creativity, problem solving, communication, collaboration, and critical thinking
c. A continuous evaluation process is in place to assess the effectiveness of the work-based learning program and to plan for future refinement and implementation.
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Work-Based Learning Support
Defining Format Activityo Worksheet to be completed within your group
o This activity is designed to allow greater understanding of new terms/ideas and construct and communicate the meaning in a way that participants can relate to and become more familiar with.
TERM CATEGORY CHARACTERISTICS
An Academy Assessment An evaluation method Evaluates and measures the extent to which an academy meets NAF standards in 4 major categories.
Term Category Characteristics
Job Shadow Professional Experience An introductory professional experience, typically taking place in a single day with students of earlier developmental levels.
Internship Professional Experience A culminating WBL experienced, sequenced appropriately based on students’ aptitudes and interests as well as successful completion of previous WBL experiences.
Compensation Professional Experience Professional experiences may be compensated for with money, scholarships, stipends, academic credits, service learning hours, gifts or other means of ‘payment’.
WBL Plan Curriculum Series of coordinated and sequenced experiences including activities with career awareness, exploration and preparedness building in sophistication, duration and intensity.
21st Century Skills Curriculum Team work, effective communication, initiative, problem solving, self-direction, career development
Evaluation Program Supports Ensuring programmatic effectiveness through data collection and self-report measures by all stakeholders
College/Career Path Developmental Guidance, Academic & Career Domain
Academic & Career focused curriculum delivered by School Counselor, follow-up with individuals on case load
Work-Based Learning, Support
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What Has To Happen ToImprove Student Learning?
Culminating Project
Assessments
End of Course Exams
Internship Assessment
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www.naf.org
Search:Guide to Work-Based Learning
Orhttp://naf.org/search/node/Guide%20to%20Work%20Based%20Learning
All tools are linked within the Guide
NAF Guide to Work-Based Learning
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Video: The Internship
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Work-Based Learning, SupportNAF ACADEMY ASSESSMENT
Element 4. Work Based Learning
Standard 3. Students' Career Goals - Students, teaching staff and internship providers collaborate to support
the student's career goals.
Strategic Actions
a. Internship experiences are linked to students' future career goals in order to make learning more engaging and relevant.
b. Written, individualized student learning and college/career plans allow for differentiated skills levels, and alignment with student interests, personalized internship experiences and targeted debriefing, reflection and evaluation.
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College and Career Readiness
• Taxonomy ActivityHow many terms in the college and career readiness category can you come up with at your table?1. For 2 minutes work alone2. Then share out to complete the chart
Who will have the most?
A
B
C
D
E
F
G
H
I
JK
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
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How do we get started? Individual Learning PlansCareer GoalsPrograms of study (course sequence) Interest inventoriesPostsecondary plansWork-based learning experiencesResumesTest ScoresThe Career Pathways Effect, Career Guidance & Counseling Reference: (Ch. 12)
American School Counseling Association (ASCA):
National Model, School Counseling
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KWL Know – Want to know - LearnKNOW WANT TO KNOW LEARN
Outcome: What did you learn
during this session that you will take back to your
school?
