Structuring Effective Career Guidance and Counseling to Deliver Career Clusters to all Students

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Structuring Effective Career Guidance and
Counseling to Deliver Career Clusters to all
Students

• Gisela Harkin, OVAE
• Dr. Ray Davis, OVAE
• June 17, 2008

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We believe that

• We must work with all students
• Career awareness must start at an early age
• Career exploration must expose all students to
  all opportunities available
• Career planning must make the career connection
  students need

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• All students must transition successfully to
  postsecondary education and the world of work
• Systematic attention must be given to the
  development of the whole individual
• The role of the counselor must focus on helping
  students make career connections

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• Programs of study are the centerpiece of the
  guidance program
• Programs of study help students plan a coherent
  educational path

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Why is Career Development so Important

• Profound social and economic changes have
  significant implications for our education system
• Rapid change and technological advancements
• More flexible and complex job market
• More individual freedom to choose jobs

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• Realization that career seeking and change last a
  lifetime
• Individuals values and beliefs are also changing
• Quest for educational excellence
• Thrust for program accountability
• Career development is one of three domains in a
  comprehensive guidance and counseling program

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Questions

• Are our students ready to make long-range plans
  and realistic decisions to maximize their
  expanding career opportunities?
• How can we help all students connect the pieces
  of the career puzzle and realize their dreams?

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• A comprehensive guidance program is the ANSWER!
• A program that identifies student competencies
  organized around three areas or domains
• Academic development
• Personal-Social development
• Career development

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• In particular, students achieve competencies in
• Self assessment
• Decision making
• Goal setting
• Career planning
• AND create a career/action plan comprehensive
  education plan or program of study

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• Characteristics of a comprehensive career
  guidance program it is
• Integral part of the total educational program
  (not an add-on)
• Outcome-based (specific competencies)
• Organized program (goal oriented)
• Planned sequence of activities and experiences
  (planned interventions at all developmental
  stages)

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• Delivered by a team approach (staff, parents,
  community)
• Expanded opportunities for professional
  development (knowledge and skills)
• Uses variety of strategies and resources
• Accountable (measured effectiveness)

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Program Components

• Identify the systematic delivery of the program
• Guidance curriculum
• Individual planning
• Responsive services
• System support
• Gysbers Henderson, 2000

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Career Planning

• Essential process in the understanding and
  selection of career clusters
• Helps students connect the pieces of the puzzle
• Self assessment
• Career exploration
• Decision making

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• Helps students find and use information
• Helps students make career connections
• Is essential in creating and managing a career
  plan or program of study
• Guides students throughout schooling years and
  beyond
• Prepares students for successful transitions
  (postsecondary and careers)

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Resources

• Available to counselors and others who help
  students plan a coherent education plan or
  program of study
• www.acrnetwork.org
• National Career Development Guidelines
• Career Decision Making Tool
• Career Development Toolkit
• Evaluation Template

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• Parent Brochures
• Spanish language materials
• State resources
• All of these useful resources link career
  clusters to comprehensive guidance and counseling
  models

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Resources

• www.careerclusters.org
• Plans of study
• Tour Guide Module 2 implementation
• Interest survey activity
• The ASCA National Model and its companion
  workbook
• American School Counselor Association, 2005

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Closing

• Guidance Professionals were overwhelmingly
  positive about career pathways
• 84 stated that organizing curricula around
  career pathways is an effective way to deliver
  guidance programs.
• High School Guidance Counseling, National Center
  for Education Statistics, 2003

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Career Guidance and Perkins IV

• Providecareer guidance and academic counseling
  programs designed to promote improved career and
  education decision-making
• Perkins Act of 2006 The Official Guide

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Career Guidance and Perkins IV

• Provide academic and career and technology
  education teachers, faculty, administrators, and
  career guidance and academic counselors with the
  knowledge, skills and occupational information to
  assist parents and studentswith career
  exploration
• Perkins Act of 2006 The Official Guide

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Career Guidance and Perkins IV

• Provide career guidance and academic
  counselingimproves which may include the usage
  of a graduation and career plans.
• Perkins Act of 2006 The Official Guide

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Career Guidance and Perkins IV

• Local education and business partnerships
  including work-related experiences for students,
  such as internships, cooperative education,
  school-based enterprises, entrepreneurship, and
  job shadowing
• Perkins Act of 2006 The Official Guide

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Career Guidance and Perkins IV

• Describe how career guidance and academic
  counseling will be provided to CTE students
• (New Local Plans Requirements)
• Perkins Act of 2006 The Official Guide

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Career Guidance and Perkins IV

• Describe how comprehensive professional
  development of CTE, academic, guidance, and
  administrative personnel, will be provided that
• (New Local Plans Requirements)
• Perkins Act of 2006 The Official Guide

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FindingsStudents Who Received Counseling
Services While In High School

• Had Slightly Higher High School Academic Records
• Were More Satisfied With Their High School
  Experiences
• Were More Consistent With Their Vocational
  Choices And Remained Longer In Their Chosen Areas
  After High School
• Made More Progress In Their Chosen Areas Of
  Employment

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• Were More Likely To Enter Post-Secondary
  Education And Then Graduate
• Were More Satisfied With Their Post-Secondary
  Education
• Reported Greater Satisfaction With Their Lives
  Five Years Out Of High School
• Took Part In More Self-Improvement Activities In
  The Five Years Following High School Graduation
• Expressed More Positive Attitudes about The
  Counseling They Received While In High School
• Gysbers, Norman, College and Career Readiness
  for All Students A Major Goal of Comprehensive
  School Counseling Programs, 9th Annual
  Transforming School Counseling Academy, June 5,
  2008

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In The State Of Utah, In A Study Of 247 Out Of
252 Public Secondary School That Are Implementing
Comprehensive Counseling And Guidance Programs,
The Following Positive Outcomes Were Identified

• Comprehensive Counseling And Guidance Has
  Fostered More Targeted Course Selection For
  Students And Has Resulted In More Students Taking
  A Greater Number Of Higher-Level English,
  Science, Math, And Technology-Oriented Courses

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• Students In High-Implementing Comprehensive
  Counseling And Guidance Schools Achieve Higher
  Levels Of Academic Achievement And Make Better
  Decisions About Education And Career Planning
  Than Do Students In Matched Lower-Implementing
  Schools. The Importance Of This Finding Cannot
  Be Overstressed. Even More Powerful Is The Fact
  That This Same Pattern Of Results Was Evident In
  Both The 1997 Utah Evaluation And The Most
  Recent Study Reported Here.

Nelson, D.E., Fox, D.G., Haslan, M., Gardner,
J. (2007). An evaluation of Utahs Comprehensive
Counseling and Guidance Program. Salt Lake City,
UT The Institute for Behavioral Research in
Creativity.
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• Students (22,964) In 236 Small, Medium, And Large
  Size High Schools In Missouri With More Fully
  Implemented Guidance Programs As Judged By School
  Counselors Reported That
• They Had Earned Higher Grades
• Their Education Was Better Preparing Them For The
  Future
• Their Schools Had A More Positive Climate

Lapan, R.T., Gysbers, N.C. Sun, Y. (1997). The
impact of more fully implemented guidance
programs on the school experiences of high school
students A statewide evaluation study. Journal
of Counseling Development, 75, 292-302.


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• When Middle School Classroom Teachers In Missouri
  (4868) In 184 Small, Medium, And Large Size
  Middle Schools Rated Guidance Programs In Their
  Schools As More Fully Implemented, Seventh
  Graders (22,601) In These Schools Reported That
• They Had Earned Higher Grades
• Schools Was More Relevant For Them
• They Had Positive Relationships With Teachers
• They Were More Satisfied With Their Education
• They Felt Safer In School

Lapan, R.T., Gysbers, N.C. Patroski, G. (2001).
Helping 7thgraders be safe and academically
successful A Statewide study of the impact of
comprehensive guidance programs. Journal of
Counseling Development, 79, 320-330.


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• When School Counselors In Missouri Work In
  Schools That Have More Fully Implemented Guidance
  Programs, They Make Significant Contributions To
  Overall Student Success Including Student
  Academic Achievement.
• Students Had Higher 10th Grade MAP Mathematics
  Scores
• Students Had Higher 11th Grade Map Communication
  Arts Scores
• More Students Are Likely To Attend School
• Fewer Students Have Discipline Problems
• Fewer Students Receive Out-Of School Suspensions

Lapan, R.T., Gysbers, N.C. Kayson, M. (2007).
Missouri school counselors benefit all students
How implementing comprehensive guidance programs
improves academic achievement for all Missouri
students. Jefferson City, MO Missouri
Department of Elementary and Secondary Education.



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South Carolinas e-IGP
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• The process of creating individual learning
  planshelps engage students in their own
  development, a critical component in their
  success.

Chait, R., Muller, R.D., Goldware, S., Housman,
N.G. (2007). Academic interventions to help
students meet rigorous standards State policy
options. Washington, DC Institute for
Educational Leadership.
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• Many students are unaware of how critical this
  skill, goal setting and planning, is to a full
  rewarding, and successful life.goals give us our
  bearing and point us in a purposeful direction.

Pellitteri, J., Stern, R., Shelton, C.,
Muller-Ackerman, B. (Eds.) (2006). Emotionally
intelligent school counseling. Mahwah, NJ
Lawrence Erlbaum Associates.
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Palmetto Pathways in South Carolina

• Palmetto Pathways A Visions System Designed for
  SC
• System design and development led by Dr. JoAnn
  Harris-Bowlsbey in cooperation with key
  stakeholders from all state agencies
• Taskforce collaborated to expand the current
  system into Palmetto Pathways.
• www.palmettopathways.org

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Success in South Carolina

• Quick Facts
• Over 225,000 student portfolios in SC
• More than 310,000 assessments completed
• Nearly 600 sites signed up to use the system
• Top Interests
• Finance
• Health Science
• Architecture Construction
• Agriculture, Food, Natural Resources
• Science, Technology, Engineering, Mathematics
• Top Skills
• Agriculture, Food, Natural Resources
• Information Technology
• Arts, AV Technology, Communications
• Education Training
• Human Services

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How Personal Pathways Work
Steps to Success
Employment Career Advancement Continuing
Education and Lifelong Learning
Postsecondary Career Preparation Achieving
credentials college, certification,
apprenticeship, military
9-12 Career Preparation Academics and technical
courses, intensive guidance, individual
graduation plans
Grade 8 Transition Choosing a career cluster and
major (can change easily at any time later)
6-8 Career Exploration Discovering interest areas
K-5 Career Awareness Introduction to the world
of careers
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ASCA Guidelines Appropriate (counseling)
activities

• Designing individual student academic programs
• Interpreting cognitive, aptitude and
• achievement tests
• Counseling students with excessive tardiness or
  absenteeism
• Counseling students with disciplinary problems
• Counseling students about appropriate school
  dress
• Collaborating with teachers to present guidance
  curriculum lessons

• Analyzing grade-point averages in relationship to
  achievement
• Interpreting student records
• Providing teachers with suggestions for better
  study hall management
• Ensuring student records are maintained in
  accordance with state and federal regulations
• Assisting the school principal with identifying
  and resolving student issues, needs and problems
• Collaborating with teachers to present proactive,
  prevention-based guidance curriculum lessons

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ASCA Guidelines Inappropriate (non-counseling)
activities

• Registering and scheduling all new students
• Administering cognitive, aptitude and achievement
  tests
• Signing excuses for students who are tardy or
  absent
• Assisting with duties in the principals office
• Working with one student at a time in a
  therapeutic, clinical mode

• Performing disciplinary actions
• Sending home students who are not appropriately
  dressed
• Teaching classes when teachers are absent
• Computing grade-point averages
• Maintaining student records
• Supervising study halls
• Clerical record keeping

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The importance of an early start

• The American School Counselor Association policy
  statement on career guidance (1984) cited the
  elementary school years as a period during which
  a child should begin developing awareness of self
  and careers.
• American School Counselor Association. The role
  of the school counselor in career guidance
  Expectation and responsibilities. The ASCA
  Counselor, 21(5), 8-10, 1984.

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From SCs Career Guidance Model Parental
Involvement

• Beginning in early in the elementary years, it is
  critical to educate the parents to be good
  consumer advocates for their students career
  guidance K-12explain to all K-5 parents
• www.careerguidance.org

• What career guidance is (and is not.)
• Their districts plan to deliver K-12 career
  guidance.
• The parents role to monitor progress.
• How K-5 career awareness provides a foundation
  for the 6-12 career guidance years
• guidance standards
• workplace issues that will affect the job market
  their children will be entering

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OVAE Technical Assistance Opportunity 1

• Promoting Rigorous Programs of Study Through
  Statewide or Multi-State Articulation Agreements
• 6 states (or consortia of states) will receive
  funding for this two year project
• One program of study will be used to work through
  policy and program issues to develop statewide
  articulation agreements

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Advantages of Statewide Articulation

• Provides a common core of articulated courses
• Supports a statewide standard for awarding
  college credit
• Provides a common method to identify articulation
  courses on high school transcripts
• Saves valuable resources, time, and money
• Consistency
• Collaboration

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Advantages of Statewide Articulation

• Eliminates the need for duplicative
  institution-to-institution and course-to-course
  articulation agreements for specific, commonly
  articulated courses
• Facilitates the use of articulated credit by
  students enrolled in workforce education program
  in colleges across the state
• Streamlines and standardizes the articulation
  process statewide for courses to provide
  consistent, quality instruction and ensure that
  students receive full benefit of articulated high
  school classes

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Advantages of Statewide Articulation

• High school students are exposed to college level
  coursework
• Supports many states advanced measures for
  graduation requirements
• Increases the selection of career and technical
  education courses at high school
• Creates reliable data, ensures accountability
• Supports programs of study

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OVAE Technical Assistance Opportunity 2

• Local Programs of Study
• 6 states will be selected by committee and asked
  to identify LEAs representing urban, suburban,
  and rural demographics
• These teams of 6 states and 18 LEAs will
  collaborate in working though barriers and issues
  with implementation

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Implementation Issues

• Professional development strategies
• Assessment for documenting student competencies
• Alignment of industry certification and
  credentials and assessments
• Alignment of general education and CTE courses
  that create college and career readiness
• Student opportunities for extended learning
  experiences including work-based experiences
• Data collection system though the collaboration
  of secondary and postsecondary education to
  document the effectiveness of programs of study

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Questions?
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Contact

• Gisela Harkin
• gisela.harkin_at_ed.gov
• [phone]
• Ray Davis
• ray.davis_at_ed.gov
• (202)-245-6053