hstw mmgw/tctw southern regional education board counseling for careers: the new paradigm cte summer...

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SouthernRegionalEducationBoard

Counseling for Careers:The New Paradigm

CTE Summer Conference 2014 Career Development Workshop

Sheraton Greensboro Hotel, Imperial ABC

Greensboro, NCJuly 15, 2014

Lois J. [email protected]

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What is SREB?

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The Southern Regional Education Board (SREB)

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

Nonprofit, nonpartisan organization Work with state educational and policy

leaders in member states Work with district and school leaders in

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

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SREB School and Leadership Initiatives

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

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

21 states Learning Centered Leadership Program

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

2007180 sites in 2013

Advanced Careers (AC)12 High-skill, High-wage fields in 2014

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Engaging Students

Teachers Working Together

Career/ Tech

Studies

Academic Studies

Guidance

and Advisement

High Expectations

Extra Help

USING DATA FOR CONTINUOUS IMPROVEMENT

USING DATA FOR CONTINUOUS IMPROVEMENT

Work-Based

Learning

HSTW

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HSTW Priorities for Improvement

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

learning

2. Robust assignments in academic studies

3. Literacy in all classrooms with focus on grades nine and 10

4. Balanced Approach to Teaching Math with focus on grades nine and 10

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HSTW Priorities

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5. Counseling for CareersCareer Exploration Plan to achieve goalAdvisement Program

6. Extra help to meet raised expectations

7. Senior Transition Courses

8. Organizational structure for teams of teachers to work together

9. Leadership for continuous improvement and to support teacher development

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Counseling for Careers

Connecting Students

to a Goal

Beyond High School

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Workshop ObjectivesParticipants will: Explore the changing nature of the

workforce and the implications on academic and career counseling

Examine various Counseling for Careers components

Examine their schools’ existing school career development program to identify what works, gaps, and necessary improvements

Prioritize strategies to improve the counseling for careers program at their schools

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These Decisions Must be Made, But In What Order?

With a partner, look at what’s written on the three index cards at your seat and decide:

In what order should students make these decisions?

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Why Counseling for Careers

A career focus: Provides students with a vision for the

future Motivates students by correlating their

goals and dreams with an investment in education

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

Helps students make meaningful and quantitative postsecondary plans

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

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SouthernRegionalEducationBoard 1980 2010

54%36%

16%

23%

10% 18%

8% 8%6% 6%

Occupations of Young Men (18-29)

STEM

Managerial/pro-fessional office

Food/personal service

Sales/office support

Blue-collar

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

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Educating About Changes in the Workforce

Jigsaw

#1s – Middle Skill Jobs in the American South’s Economy

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

Myth or Reality? #4 – Today’s Workforce… #5 – Closing the Gap: 2012 Skills Survey

of NC Employers

Planner p. 13

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

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Need in economyMore openings than prepared workers

(may be relative)Requires credentials or degrees and

at least some postsecondary education

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

What Are High Skill/High Demand Careers?

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“Success in the New Economy”

http://vimeo.com/67277269

http://vimeo.com/67277269

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U.S. Labor MarketTalent Shortages 2010-2020

Category Shortfall

All Jobs 3M – 6.1M

Nurses 340K – 1M

Doctors 55K-200K

Health Technicians 200K – 400K

Information Technology 500K – 1M

Engineers 50K – 250K

Teachers 500K – 1M

Scientists 100K – 200K

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Getting Serious About Preparing Students for Middle-Skill Jobs

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

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

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

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

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

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Getting Serious About Preparing Students for Middle-Skill Jobs

A large percentage of the workforce in industries and occupations that rely on STEM knowledge and skills are technicians, including others who enter and advance in their field through sub-baccalaureate degrees and certificates or through workplace

training.”

U.S. Department of Labor

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Did you know that in North Carolina: Almost 2.3 million children (under the age of 18) live

in the state; 37 percent of children live in a household with only

one parent; 64 percent of eighth graders are below grade level in

math; 65 percent of fourth graders are reading below grade

level; 17.5 percent of high school students fail to graduate

on time; Two thirds of all new jobs created between 2008 and

2018 will require some type of formal education beyond high school;

Science, Technology, Engineering and Math (STEM) jobs will grow by 17 percent in between 2008 and 2018, and 91 percent of STEM jobs will require post-secondary education by 2018.

http://www.americasedge.org/what-we-support/north-carolina/

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How many of your students know?

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

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

How many of their parents know?

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

and trainingSalary ranges from 35K to 85K

Are we introducing our students to these careers?

How do we introduce our students to these careers?

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Turn and Talk!What Can We Do?

To…Help students figure out who they are?

Talk about the future on a regular basis?

Build students work skills?

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

employed in careers that do not exist today.

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

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

U.S. Bureau of Labor and Statistics

National Drop Out Prevention Report 2010

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Seven Essential Strategies for Connecting Students to a Goal Beyond

High school

1. Assignments/lessons where students discover the connection between the classroom and their future

2. An evidence- and standards-based academic/personal/career advisement system

3. A transition/exploratory initiative (eighth grade and freshmen)

4. A Pathway of Study/Career Cluster Concentration area

5. Individual, personalized education and career plans for all students

6. Education and career awareness and exploration opportunities

7. Increased parent and community partnerships

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Strategy #1 – Reality-Based Assignments

With a “shoulder partner, ” discuss: What does it mean to be successful?

How do you think your students would define “being successful”?

How can an English/Language Arts assignment be connected to counseling for careers?

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Strategy #2: A Structured, Standards-Based Academic/Personal/Career Advisement

Counselor-led collaborative effort Structured education/career/life

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

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

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Advisement is NOT…

HomeroomA homework timeA study hallA replacement for the guidance

department

It IS our job!

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Create a Vision!

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

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

exciting kick-off! Change attitudes – change lives!

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Turn and Talk - Customize your advisement

efforts! What is your school mascot? Are there special songs, anthems, or mottos? Turn and talk to your shoulder partner and toss

around some ideas!

http://www.youtube.com/watch?v=CevxZvSJLk8&list=RDCevxZvSJLk8&index=1

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Television and movies Family Structured career assessments

Open door to identify interestsConnect interests to possibilities

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

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

How Do Students Learn of Career Options?

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

enrollment, and advisement

What Are The Right Courses for Students?

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

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

9th graders• What if ____________was postponed until

10th-12th grade?

Course Selection

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Course Selection

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

Faculty must have input into course selection

Must be based on student’s interests and goals

Must be reviewed with parents at least yearly

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What To Know About Planning

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

available to teachers, parents and counselors?

How is interest of students assessed?

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Coordinating sources of information for students and advisorsAcademic and career advisement

Leading development of a cluster-based Academic and Career Plan

Intervention for troubled studentsSupport for advisor/advisee system

Training of advisorsCoordination of content

What Is The Counselor’s Role?

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

demand careersoptions for educational preparationwhat is required for certificates, licenses

and degreesWhere to find additional labor market

information

Counselor’s Role—cont.

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21st Century Skillswww.p21.org

See handout page 6

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Skills for a Lifetime: Teaching Students the Habits of Success

1. Building Positive Relationships

2. Study, Organizational and Time Management Skills

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

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Another framework and resource for teaching 21st Century skills

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The Entitlement Creed

http://www.youtube.com/watch?v=8cPuH8jg5nQ




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Strategy #3: A Transition Initiative (8th and 9th Grades)

Can today’s students envision a future that is economically self-sufficient?

Are they able to articulate a plan that will help them achieve their goals and dreams?

Do they understand the consequences to the many aspects of their life if they don’t follow through with their plans?

From The George Washington University Transition Initiative

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Transition Ideas

Stand alone course Integrated into a required course Summer programs Integrated into advisement All of the above Or…

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GWU Standards for Middle School Transition

1. Develop a strong, positive, self concept.

2. Develop positive, meaningful relationships.

3. Demonstrate effective communication.

4. Learn the benefits of having a cooperative spirit.

5. Work well in teams.

6. Value diversity.

7. Develop coping skills.

8. Develop organizational skills.

9. Discover how best to learn.

10. Apply learning skills to academic tasks.

11. Explore skills and aptitudes.

12. Learn to solve problems and make decisions.

13. Set goals, make a plan, and carry out the plan.

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A Standards-Based Comprehensive Guidance and Career Exploration Course

12 Standards Course Goals: Reduce the dropout rates because students learn the

value of education and what a diploma means to the future life and career satisfaction.

Increase matriculation rates for college and post-secondary programs because students understand the quantitative differences (e.g., financial, personal satisfaction, career options) various kinds of post-secondary training and education provide.

Help students acquire the skills necessary to successfully navigate their life/work transitions.

From The George Washington University Transition Initiative www.freshmantransition.org

Handout pages 7-8

From The George Washington University Transition Initiative

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Resources

Skills for a LifetimeCareer ChoicesTeenagers Preparing for the real

World, Chad FosterFinancial LiteracyCareer Readiness for TeensLINKS (West Virginia Department of

Education)Junior Achievement

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Strategy #4: Career Clusters and PathwaysStrategy #5 Individual/Personalized

education and career plans for all students

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North Carolina Career Clusters®

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

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

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

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

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

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

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Career Clusters

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

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

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Career Clusters

Parents learn which academic and technical courses their children need for postsecondary opportunities and a variety of career fields.

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

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Pathways

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

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

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Pathways Prepare students for both postsecondary

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

Integrate challenging academics with demanding career and technical curriculum.

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Cluster

Pathway

Career Major

Course

Knowledge& Skills

How do clusters and pathways fit with courses?

• Courses have the Content, Knowledge and Skills

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

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SouthernRegionalEducationBoard From: 2012 North Carolina Career and Technical Education Career Clusters

http://www.ncpublicschools.org/docs/cte/standards/2012/career-clusters.pdf

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

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

education opportunities• Licenses, certificates, apprenticeships and

degrees

Why A Program of Study?

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Protocol for Accountable Talk

Stay on topic. Use information that is accurate

and appropriate for the topic. Think deeply about what the

partner has to say

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Accountable Talk

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

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

Planner page 10

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Strategy # 6: Education and career awareness and

exploration opportunities

Types of Activities Speakers Resource Bank Mentoring/tutoring Student Activities (Occupational Outlook

Handbook – can use K-12) Educational and Career Exploratory Events Job Shadowing Business and Industry Partnerships

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Web Quest!

www.bls.gov/ooh Click on drop down filters for careers

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

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

Planner page 14

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Strategy #7: Increased parent and community partnerships

Why do you think parents and the community fail to get involved with schools? They don’t feel welcome They don’t feel qualified Schools aren’t flexible Lack of adequate communication

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Parent Involvement Plan

What are my school doing and is it working?

In what ways would we like to see our parents and/or community partners involved?

What would we like to try? By when? What resources or activities are needed?

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Closure and Next Steps

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Thank you!

For more information and further assistance in developing a comprehensive counseling for careers program contact:

Lois Barnes [email protected]

and/or

Lynn Anderson [email protected]

hstw mmgw/tctw southern regional education board counseling for careers: the new paradigm cte summer...

Documents

careers slide

higher education

career counseling

education exposes students

careers program

teacher development

career focus

various counseling