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LEVERAGING AFTERSCHOOL OPPORTUNITIES TO SUPPORT COLLEGE AND CAREER READINESS
S E P T E M B E R 1 7 , 2 0 1 4
1 0 – 1 1 : 3 0 A . M . C S T
Presenter: Garry Davis, SEDL Practitioner: Deb McGarvey, America SCORES
Copyright ©2014 by SEDL. This presentation was developed by SEDL and was funded by the Illinois State Board of Education (ISBE). The content does not necessarily reflect the views of the ISBE or any other source. SEDL developed this presentation in 2014 with funding from the U.S. Government. This publication is in public domain. Authorization to reproduce and disseminate it in whole or in part is granted as long as appropriate acknowledgment is given.
SESSION OBJECTIVES
• Share strategies for afterschool programs that promote college and career readiness (CCR).
• Relate the college and career readiness content to your practice in the field.
Why Focus on CCR?
CCR Strategies for Afterschool
Programs
Meeting Students Where They Are
Afterschool Uniqueness
WEBINAR COMPONENTS
There is a greater need to focus on college and career readiness today than there was
30 years ago.
POLL: AGREE OR DISAGREE?
Why Focus on
CCR?
• 66% of students who completed high school in 2012 enrolled in either a 2- or 4-year institution the following fall
• 59% of first-time, full time
students who began at a 4-year in 2006 completed the degree within 6 years
• 31% of first time, full time
students who began at a 2-year in 2006 completed a degree or certificate within 3 years
COLLEGE ENROLLMENT AND COMPLETION
(ED, 2014a; ED, 2014b)
Why Focus on
CCR?
Civilian Unemployment Rate: Annually Adjusted, 1990–2014
(U.S. Department of Labor, Bureau of Labor Statistics, 2014a)
Employment Change post-recession by educational attainment (2007-2014)
(U.S. Department of Labor, Bureau of Labor Statistics, 2014b)
Why Focus on
CCR?
Why Focus on
CCR?
“By 2020, 65% of all jobs will require some form of postsecondary education or training.”
• 18% some college, no degree • 12% Associate’s degree • 24% Bachelor’s degree • 11% Master’s degree of better
LABOR MARKET PROJECTIONS
(Carnevale, Smith, & Strohl, 2013)
Why Focus on
CCR?
Funding
Academically underprepared
Difficulty navigating the college application process
Not sure of options and resources
BARRIERS TO COLLEGE ENROLLMENT
Linear
“Climbing up the career ladder”
One Organization
Why Focus on
CCR?
TRANSFORMATION OF CAREER ADVANCEMENT PATHWAYS
Multidirectional
Many Organizations
(Baruch, 2004)
Why focus on CCR?
INCREASED NEED FOR STUDENTS TO “KNOW”
Know Why
Know How
Know Whom
Know What
Know Where
Know When
Skill, knowledge, and talent needed to be competent in career
Networking, social capital, building relationship
Timing and choices of activities within the career field
Geographical, spatial boundaries for entry, training, and advancement in the field
Meaning, motives, values for pursuing a career
Understanding the opportunities, threats and requirements within the career field
(Jones, & DeFillipi, 1996)
Meeting Students
Where They Are
Donald Super • Psychologist with expertise in vocational development
theory
• Developed the Self-Concept Theory
• 3 aspects of career development • Life Span • Life Space • Self-Concept
SELF-CONCEPT THEORY
(Savickas, 2001; Super, Savickas, & Super, 1996; Super, 1990)
Meeting Students
Where They Are
5 DEVELOPMENTAL STAGES
Growth (ages 0–14)
Exploration (ages 15–24)
Establishment (ages 25–44)
Maintenance (ages 45–64)
Decline (ages 65+)
Meeting Students
Where They Are
Growth (ages 0–14)
• Fantasy
• Interest
• Capacity
Exploration (ages 15–24)
• Crystallization
• Specifying
GROWTH AND EXPLORATION DEVELOPMENTAL STAGES
Meeting Students
Where They Are
WHY SELF-CONCEPT MATTERS
Understanding student development should inform the strategies and practices we use to prepare them for college and career.
QUESTION
What do you think are some college and career strategies you can use in afterschool in…
Last Name (A–H)
Last Name (I–O)
Last Name (P–Z)
Elementary School Middle School High School
CCR Strategies
for Afterschool Programs
• Class guest interviews
• College mascot team names
• College names for activities
• Introducing educational pathways
Elementary School Growth Phase: Fantasy and Interest Focus on creating awareness of college and career options.
CCR Strategies
for Afterschool Programs
Middle School Growth Phase: Interest and Capacity Focus on awareness and exploration of college and career options.
• Career profiles • Community service projects • Industry class guests • Hands-on projects • College and community
explorations • Tutoring and academic
enhancement • Grades and goal setting • Reiteration of educational and
career pathway • High school selection (if
applicable)
CCR Strategies
for Afterschool Programs
Middle School: Afterschool Program Highlight
• Goal setting • Career clusters survey • Learning styles survey • Passion mapping • Guest speakers • Poetry slam/music videos • Service learning
• Community immersion outings
• High school readiness fair • Culminating event • Adding alumni program for
high school freshmen
Passport to High School Success (PHSS)
CCR Strategies
for Afterschool Programs
High School Exploration Phase: Crystallization Focus on awareness, exploration, selection, and preparation of college and career options.
• Career profiles with requirements for entry
• Mentoring and tutoring support
• College and company visits
• Family involvement in CC identification, selection, and preparation
• Work-based learning, internships, and or project-based apprenticeship
• Orientation and support with college, financial aid, and scholarship applications
• Partner with CTE department for resources, project assistance
• Partner with CCR counselor for additional assistance and/or resources
BONUS WEBINAR COMPONENT!! Addressing Challenges
Lessons From the Field
ADDRESSING CHALLENGES TO IMPLEMENTATION
Addressing Challenges
Working With Partner Organizations • Ensure staff in charge of PD from both
organizations meet. • Train staff together. • Meet often.
Coordinating Community Immersions • Use organizations working in high
schools.
Principal Buy-In • Document with pictures/video. • Overcommunicate. • Invite them to everything. • Hold HSR fair at partner school.
Starting Without Training Staff
• Leave enough lead time to train staff.
21st CCLC allowable expenses: • Programming • Professional Development • Buses for connected field trips • Food for special events at mealtimes • Printing
Reach out to funders:
• Apply for small grants to supplement • Ask existing funders for small additional
donations Small (or not-so-small) asks:
• Food, e.g. pizza for high school fair • Gift cards • Printing (corporate partners often will
help with this) • Other incentives (clothing, ipods, etc.)
LEVERAGING FUNDING Addressing Challenges
SESSION OBJECTIVES
• Share strategies for afterschool programs that promote college and career readiness (CCR).
• Relate the college and career readiness content to your practice in the field.
REFERENCES Baruch, Y. (2004). Emerald Article: Transforming careers from linear to multidirectional career paths: Organizational and individual
perspectives. Career Development International, 9(1), 58–73. Carnevale, A. P., Smith, N., & Strohl, J. (2013). Recovery: Job growth and education requirements through 2020. Georgetown University:
Center on Education and the Workforce. Retrieved from http://cew.georgetown.edu/recovery2020 Jones, & DeFillipi. (1996). Back to the future in film: Combining industry and self-knowledge to meet the career challenges of the 21st
century. Academy of Management Executive, 10(4), 89–103. Savickas, M. (2001). A developmental perspective on vocational behavior: Career patterns, salience, and themes. International Journal for
Education and Vocational Guidance, 1, 49–57. Super, D., Savickas, M., & Super, C. (1996). The life-span, life-space approach to careers. In D. Brown & L. Brooks (Eds.), Career Choice and
Development (3rd ed., pp. 121–178). San Francisco: Jossey-Bass, Inc. Super, D. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks (Eds.), Career Choice and Development.
(2nd ed., pp. 197–261). San Francisco: Jossey-Bass, Inc. U.S. Department of Labor, Bureau of Labor Statistics. (2014a). Charting the labor market: Data from the current population survey (CPS).
Retrieved from http://www.bls.gov/web/empsit/cps_charts.pdf U.S. Department of Labor, Bureau of Labor Statistics. (2014b). Labor Force
Statistics [LNS12027659, LNS12027660, LNS12027689, LNS12027662]. Retrieved from http://data.bls.gov/cgi-bin/srgate U.S. Department of Education (ED), National Center on Education Statistics. (2014a). The condition of education 2014: Immediate
transition to college. Retrieved from http://nces.ed.gov/programs/coe/indicator_cpa.asp U.S. Department of Education, National Center for Education Statistics. (2014b). The condition of education 2014: Institutional retention
and graduation rates for undergraduate students. Retrieved from http://nces.ed.gov/programs/coe/indicator_cva.asp
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